Programmare giocando con ScratchJr nella scuola dell'infanzia. La corrispondenza quantità-numero

L'articolo si colloca nel dibattito inerente la pratica del coding e pone l'accento sull'uso di un linguaggio di programmazione visuale, come ScratchJr, nella scuola dell'infanzia. A partire dai riferimenti normativi attuali emanati dal MIUR1, l'articolo, dopo aver introdotto il quadro di riferimento teorico, presenta le peculiarità e le potenzialità educative dell'App ScratchJr. Al crocevia tra l'esame di alcune riflessioni teoriche e quello di alcune pratiche didattiche, l'articolo mostra una modalità di lavoro in sezione inerente la corrispondenza quantità-numero. La pratica didattica esposta è stata estrapolata da un percorso di ricerca-azione finalizzato al controllo scientifico delle condizioni e delle procedure di utilizzo di ScratchJr nel campo d'esperienza "La conoscenza del mondo". / This article is part of the debate surrounding the practice of coding with special attention on the use of a visual programming language, such as ScratchJr, in Kindergarten. Starting from the current National Guidelines issued by the Italian Ministry for Education and Research (MIUR), the article, after introducing the theoretical framework, presents the peculiarities and educational potential of the ScratchJr App. Situated at the crossroad between the examination of theoretical reflections and of didactic practices, the article shows an approach to the quantity-number correspondence in classroom. The discussed teaching practice has been taken from an action research project aimed to provide validation of the requirements and procedures for introducing ScratchJr in the field of experience concerning "Knowledge of the world"

ON BERNOULLI BOUNDARY VALUE PROBLEM

We give a constructive proof of the existence and uniqueness of the solution, under certain conditions, by Picard’s iteration. Moreover Newton’s iteration method is considered for the numerical computation of the solution.We give a constructive proof of the existence and uniqueness of thesolution, under certain conditions, by Picard’s iteration. MoreoverNewton’s iteration method is considered for the numerical computation of the solution

Technology will solve student's probability misconceptions: Integrating simulation, algorithms and programming

International audienceThe paper presents a proposal of a teaching practice aimed at higher secondary school students, which intends to enhance discussion on the meaning and interpretation of probability, a topic which is often neglected in Italian schools. The authors are convinced that turning the traditional teaching method upside down-that is, proceeding directly to a problem solving approach with the aid of computers as programming tools-better develops in the students the ability to analyse and address uncertain situations correctly, and consolidates a probabilistic mentality. The chosen method was a phenomenon-inductive approach with the help of simulations, which encouraged the formulation of hypotheses and speculation concerning random phenomena