The Educational Problem of Method in Mathematics and the Mathematical Problem as an Educational Method

Abstract

One of the main needs expressed by teachers during training courses and discussions among colleagues concern the possibility to share a method to use in teaching practice. This contribution aims to intraduct the meaning of the term method and its use in educational contexts. Starting from the semantic meaning of the word method, we will explore its evolution throughout the history of educational research, engaging in a careful reflection on aspects that cannot be underestimated. Adopting a method within an educational context does not mean following a model but rather choosing strategies, tools that are grounded from principles in a validated and shared theoretical foundation. Research in the field of Mathematics Education demonstrates that the method itself does not makes the difference in students’ achievement, but rather the importance of fostering a productive learning environment. Through a brief analysis of some activities carried out in a primary school, we will highlight how problem-based approaches and mathematical discussions seem to be useful in promoting a productive learning environment.