Formazione & insegnamento
ISSN: 2279-7505 | Published: 2023-12-29
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Title: Neuroscience and didactics: on the use of fingers in learners with Specific Disorder of Arithmetic Skills
Abstract: Counting is a skill that requires the activation of different complex cognitive processes which for the learner with Specific Disorder of Arithmetic Skills represents an obstacle to finding a correct solution to the calculation. By examining neuro-scientifical studies it is clear that awareness of the fingers and their movement is important because they facilitate the representation of numbers in the brain supporting working memory, for the decrease of the cognitive load have proved to be a great help (Butterworth, 1999; Soylu et al., 2018). Even the theory of embodiment (Damiani & Gomez Paloma, 2021) appears to be in agreement and in favor of integrating the verbal act with the motor act. In this perspective, a case study in action research was conducted with 15 primary school children with dyscalculia, with the aim to responding to the following question: by counting with your fingers, rather than just mentally, what results are seen? The results revealed some interesting results for teachers and and for their teaching.
Keywords: Didactics; Dyscalculia; Neuroscience; Teaching-Learning
Title: Neuroscienze e didattica: sull'uso delle dita nei discenti con Disturbo Specifico delle Abilità Aritmetiche
Abstract: Contare è un'abilità che richiede l'attivazione di differenti processi cognitivi complessi che per il discente con Disturbo Specifico delle Abilità Aritmetiche rappresenta un ostacolo alla corretta soluzione dei calcoli. Esaminando gli studi di neuroscienze in tale ambito, si evince che la consapevolezza delle dita e del loro movimento risulta importante perché favorisce la rappresentazione dei numeri nel cervello, supportando la memoria di lavoro e riducendo il carico cognitivo (Butterworth, 1999; Soylu et al., 2018). La teoria dell'embodiment (Damiani & Gomez Paloma, 2021) appare in accordo con questo assunto ed è favorevole all'integrazione dell'atto verbale con l'atto motorio. Alla luce di quanto esposto è stato condotto uno studio di caso in ricerca-azione con 15 bambini/e della scuola primaria interessati da discalculia, volendo rispondere alla seguente domanda: contare con le dita, piuttosto che solo mentalmente, quali risultati produce? Sono emersi alcuni risultati interessanti per i docenti e la loro didattica.
Keywords: Didattica; Discalculia; Insegnamento-Apprendimento; Neuroscienze
Title: Neuroscience et enseignement: sur l'utilisation des doigts dans les apprenants souffrant de troubles des compétences arithmétiques spécifiques
Abstract: Le comptage est une compétence qui nécessite l'activation de différents processus cognitifs complexes qui pour l'apprenant ayant un trouble des compétences arithmétiques spécifiques représente un obstacle à la bonne solution de calculs.En examinant les études des neurosciences dans ce contexte, il est clair que la conscience des doigts et leur mouvement est importante car elle favorise la représentation des nombres dans le cerveau, soutenant la mémoire de travail et réduisant la charge cognitive (Butterworth, 1999; Soylu et al., 2018).La théorie de l'ambodiment (Damiani & amp; Gomez Paloma, 2021) apparaît en accord avec cette hypothèse et est en faveur de l'intégration de la loi verbale avec la loi sur le moteur.À la lumière de ce qui précède, une étude de cas a été menée en recherche avec 15 enfants de l'école primaire affectés par Discalculia, souhaitant répondre à la question suivante: compter avec vos doigts, plutôt que mentalement, quels résultats produisent-il?Certains résultats intéressants ont émergé pour les enseignants et leur enseignement. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Enseignement;Discalculia;Enseignement-apprentissage;Neuroscience
Title: Neurociencia y didáctica: sobre el uso de los dedos en estudiantes con Trastorno Específico de las Habilidades Aritméticas
Abstract: Contar es una habilidad que requiere la activación de diferentes procesos cognitivos complejos, lo cual representa un obstáculo para la correcta resolución de cálculos en estudiantes con Trastorno Específico de las Habilidades Aritméticas. Examinando los estudios de neurociencia en este campo, se observa que la conciencia de los dedos y su movimiento es importante porque favorece la representación de los números en el cerebro, apoyando la memoria de trabajo y reduciendo la carga cognitiva (Butterworth, 1999; Soylu et al., 2018). La teoría del embodiment (Damiani & Gomez Paloma, 2021) parece estar de acuerdo con esta premisa y favorece la integración del acto verbal con el acto motor. A la luz de lo expuesto, se llevó a cabo un estudio de caso en investigación-acción con 15 niños/as de la escuela primaria con discalculia, queriendo responder a la siguiente pregunta: ¿qué resultados produce contar con los dedos, en lugar de solo mentalmente? Han surgido algunos resultados interesantes para los docentes y su didáctica.
Keywords: Enseñanza;Discalculia;Enseñanza-aprendizaje;Neurociencia
Title: Neurociência e ensino: Sobre o uso de dedos nos alunos com transtorno específico de habilidades aritméticas
Abstract: A contagem é uma habilidade que requer a ativação de diferentes processos cognitivos complexos que para o aluno com transtorno específico de habilidades aritméticas representa um obstáculo à solução correta dos cálculos.Ao examinar os estudos de neurociência nesse contexto, fica claro que a consciência dos dedos e seu movimento é importante porque promove a representação dos números no cérebro, apoiando a memória de trabalho e reduzindo a carga cognitiva (Butterworth, 1999; Soylu et al., 2018).A teoria do ambodimento (Damiani & amp; Gomez Paloma, 2021) aparece de acordo com essa suposição e é a favor da integração do ato verbal com a Lei Motora.À luz do exposto acima, um estudo de caso foi realizado em pesquisa-ação com 15 filhos da escola primária afetados pela Discalculia, querendo responder à seguinte pergunta: contando com os dedos, e não apenas mentalmente, quais resultados produzem?Alguns resultados interessantes surgiram para os professores e seus ensinamentos. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Ensino;Discalculia;Ensino-aprendizagem;Neurociência
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