The aim of this chapter is to offer didactic reflections on problem solving at a primary school level, with reference to the reading of texts and the useful strategies for a two-questions problem. We’ve particularly focused on the students’ behaviour towards “double reading” problems. With this expression we refer to the problems in which a deeper understanding of both the text and the questions is required in order to avoid the complimentary appliance of the first solution for the purposes of finding a response to the second question. This work took shape from an analysis of many INVALSI questions of the second and fifth grade, which consist of two items. Then we classified the questions proposed by INVALSI from 2009 to 2018 regarding the relations between the first and the second item of each question (“drop-down” questions when the answer to the first item gives a line of thinking to obtain the answer to the second, “double reading” problems or with the second item resolution is a way to check the validity of the first). In this way we noticed the different formulations, providing points of reflection for the teachers in order to make them more aware of the choice of the problematic situations to submit to their students. Following this analysis and the results revealed, we designed and carried out a survey involving 44 fourth grade students. We gave them a “double reading” problem and a “drop-down” problem, both from a real-life context. With these two well formulated texts, we aimed to deviate from the standard proposal in order to appreciate each student’s distinctive traits as well as the personal choice behind their strategy. The attention is placed on the qualitative data rather than the quantitative, thanks to the interviews taken after the problem solving done by the students, concerning the step between the first and the second items. The survey reveals that the good problem solvers correctly understood the specific situations and used their response to the first question to strategically plan a critical response to the second question. Furthermore they optimised the strategy in relation to their calculation ability. The bad problem solvers used their first answer in an inappropriate way, showing an insufficient understanding of the problematic situation for one of the following reasons: a careless reading of the text, an incomplete interpretation of the information presented in the text and a lack of control over the representation instruments.
|Translated title of the contribution||[Autom. eng. transl.] A possible clause of the didactic contract for "double reading" problems in the first cycle school: the procedural effect|
|Title of host publication||I DATI INVALSI COME STRUMENTO PER MIGLIORARE LA DIDATTICA DELLA MATEMATICA NELLA SCUOLA PRIMARIA. IV Seminario “I dati INVALSI: uno strumento per la ricerca e la didattica”|
|Number of pages||21|
|Publication status||Published - 2021|
- Contratto didattico
- Effetto procedurale