English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of this paper isto illustrate, through examples taken from a Projectwidely experimented in primary and lower secondaryschool since the end of the seventieths, how it is pos-sible to move from the argumentative construction ofgeometrical concepts in suitable fields of experience(in particular, the field of experience of sun shadows)to the development of students' argumentative skillsthat are needed to validate conjectures in geometry,and to their approach to 3-D geometry theorems. Pro-duction and argumentative validation of hypothesesconcerning suitable space situations and phenomenaprovide students with the opportunity of both deve-loping conceptualization in the field of geometry, andapproaching hypothetical reasoning (if... then...), de-ductive enchaining of propositions, etc. Most exampleswill deal with 3D-situations concerning sun shadows.

Del análisis y la representación de situaciones espaciales hacia el pensamiento teórico en geometría: una ruta de tercero a noveno grado