Cooperative class and individualized mathematical learning through the work schedule

Abstract

This paper discusses a didactical experience with the (mathematical) work schedule developed in two fifth-grade classes of primary school in Italy, also introducing contextual and methodological reflections. The potential of the work schedule for developing a real mathematics laboratory in primary school is discussed: the mathematics laboratory is the context where autonomy, individualized learning, and practical and cooperative dimensions converge. The paper first introduces the specific tool of the work schedule, then shows its gradual introduction in the classroom and the full organization of the work schedule in terms of space and time, describing some significant experiences related to problem solving activities. The evolution of children’s attitudes towards mathematics involved in the didactical path is also discussed, with a final reference to the perspectives of this practice in secondary school.