Conversational interactions, language manipulations and the emergence of logical abilities in mathematical activities

Abstract

In this paper, according to the Vygotskian perspective and focusing on some aspects of mathematical logic, a reflection is presented based on some studies exploring the relationships between language and development of logical skills. We describe the design/implementation of an educational device, consisting of linguistic-manipulative activities carried out in 4th grade school classes. The activities are based on the construction and manipulation of a symbolic language, socially shared, created to make a “child-robot” move in a room. The qualitative analysis of the social exchanges and of the content of the explicitation interviews allowed to highlight how, through the comparison among different points of view, children carry out a dynamic process of construction and negotiation of mathematical meanings. In particular, some main topics emerging from the interviews are presented, showing the ways in which children process activities, linked to inter-individual and intra-individual aspects.