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Workbook Friend

Workbook Friend is here!


With Giulia, Marty, Teo and Luca, mathematics becomes child’s play!

Workbook Friend is a series of practical books, edited by Silvana Poli, Carla Bertolli and Daniela Lucangeli, amongst the greatest experts in the psychology of learning, designed as handy tools to accompany lower secondary school students and those in their last year of primary school in their acquisition of basic mathematical competences.

THE FIRST TWO BOOKS

What are fractions for?

Based on their experience and knowledge of primary school, children may answer: «to divide a cake », «to use a tape measure», «to colour different parts». We are talking about explanations that are «simple» maybe but at the same time valid and plausible.

What are expressions for?

Even though it is not often stated in maths books, expressions are used to solve concrete problems that present themselves in day-to-day life.

What are powers for?

Using their daily life experiences as a starting point, students will start thinking about the role of powers in math calculation.

HOW THEY ARE STRUCTURED

Each book is divided into two parts:

  • the first part contains activities for «building» knowledge and comprises 15 worksheets labelled «I experiment»;
  • whereas the second part contains structured exercises for consolidating knowledge already acquired and comprises another 15 worksheets (which correspond both in headings and topics to those in the first part) labelled «I consolidate».

Fractions

Expressions

Powers

THE METHODOLOGY: FROM THE PROBLEM TO THE RULE

The methodology can be summarised as follows:

  • you start from a situation from everyday life and pose a question;
  • you follow (with as little guidance as possible) step by step reasoning, which works by trial and error;
  • you obtain a rational procedure out of the process;
  • you produce an agreed formalisation.

In brief:

  • problem situation;
  • process;
  • procedure;
  • formalisation.

The learning process «from the problem to the rule» enables pupils to «build» logical mathematical concepts themselves. The latter are «traditionally» received in an already formalised way and conveyed mainly through verbal instead of visual and practical communication. In this way, pupils are motivated in their search for the result, which is also the solution to the problem. They are also better prepared to acquire, as class practice has demonstrated, greater command of the resolution mechanism.