Embodied cognition e pause attive: un approccio didattico integrato per il curricolo matematico nella scuola primaria
Parole chiave:
embodied cognition, didattica inclusiva, matematica, pause attive, progettazione didatticaAbstract
Il contributo propone un modello teorico e metodologico per l’integrazione delle pause attive nel curricolo matematico della scuola primaria, all’interno del paradigma dell’Embodied Cognition e della didattica inclusiva. A partire dalla cornice dell’Embodied Mathematics e dai principi dell’Universal Design for Learning, l’articolo illustra la progettazione e l’articolazione del programma ABMOVE!, sviluppato nell’ambito del PRIN PNRR 2022 “Inclusive didactic for enhancing math learning and reducing math anxiety: efficacy of active breaks in the classroom”, finanziato dall’Unione europea – Next Generation EU, (cod. P2022XR59B). Le pause attive sono concepite come artefatti didattici embodied, progettati per promuovere la concettualizzazione matematica mediante l’integrazione intenzionale tra movimento corporeo e strutture matematiche. Particolare attenzione è dedicata all’integrazione concettuale, alla dimensione multimodale e alla progettazione inclusiva delle attività, supportata da materiali cartacei, video e tecnologie didattiche. Il modello proposto mira a valorizzare il ruolo del corpo come soggetto epistemico nel processo di apprendimento matematico, offrendo una prospettiva innovativa per una didattica più accessibile, motivante e significativa.
Riferimenti bibliografici
Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning. Frontiers in Education, 5(147).
Adams, F. (2010). Embodied cognition. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2010 Edition). Retrieved from https://plato.stanford.edu/archives/fall2010/entries/embodied-cognition/
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247-286.
Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97-109.
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645.
Barsalou, L. W. (2020). Challenges and opportunities for grounding cognition. Journal of Cognition, 3(1), 31.
Barsalou, L. W., Simmons, W. K., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), 84-91.
Bellacicco, R., Capone, F., Sorrentino, C., & Di Martino, V. (2025). The Role of Active Breaks and Curriculum-Based Active Breaks in Enhancing Executive Functions and Math Performance, and in Reducing Math Anxiety in Primary School Children: A Systematic Review. Education Sciences, 15(1), 47.
Caruana, F., & Borghi, A. M. (2016). Il cervello in azione: introduzione alle nuove scienze della mente. Il Mulino.
CAST (2018). Universal design for learning guidelines version 2.2. CAST.
Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420-464). Macmillan.
Damiani, P. (2021). L’embodied education tra neuroscienze e pedagogia: prospettive interdisciplinari. In F. Gomez Paloma (a cura di), Manuale delle Scuole ECS. Erickson.
de Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge University Press.
Fischer, M. H., & Zwaan, R. A. (2008). Embodied language: A review of the role of the motor system in language comprehension. Quarterly Journal of Experimental Psychology, 61(6), 825-850.
Foglia, L., & Wilson, R. A. (2013). Embodied cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 4(3), 319–325. https://doi.org/10.1002/wcs.1226
Gallagher, S. (2005). How the body shapes the mind. Oxford University Press.
Gallese, V. (2014). Bodily selves in relation: Embodied simulation as second-person perspective on intersubjectivity. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1644), 20130177.
Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22(3-4), 455-479.
Gamelli, I. (2011). Pedagogia del corpo. Raffaello Cortina.
Glenberg, A. M. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 586-596.
Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2012). Gesturing gives children new ideas about math. Psychological Science, 23(10), 1155-1161.
Gomez Paloma, F. (2013). Embodied Cognitive Science. Atti incarnati della didattica. Nuova Cultura.
Gomez Paloma, F., & Damiani, P. (2021). Manuale delle Scuole ECS. Erickson.
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic Books.
Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. Basic Books.
Marghetis, T., Núñez, R., & Bergen, B. K. (2022). Doing arithmetic by hand: Hand movements during exact arithmetic reveal systematic, dynamic spatial processing. Quarterly Journal of Experimental Psychology, 67(8), 1579-1596.
Masini, A., Marini, S., Gori, D., Leoni, E., Rochira, A., & Dallolio, L. (2020). Evaluation of school-based interventions of pause attive in primary schools: A systematic review and meta-analysis.
Mavilidi, M. F., Ruiter, M., Schmidt, M., Okely, A. D., Loyens, S., & Paas, F. (2019). A narrative review of school-based physical activity for enhancing cognition and learning: The importance of relevancy and integration. Frontiers in Psychology, 10, 2079. https://doi.org/10.3389/fpsyg.2019.02079
McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge.
Nemirovsky, R., & Ferrara, F. (2009). Mathematical imagination and embodied cognition. Educational Studies in Mathematics, 70(2), 159–174. https://doi.org/10.1007/s10649-008-9150-4
Rivoltella, P. C. (2012). Neurodidattica. Insegnare al cervello che apprende. Raffaello Cortina.
Rizzolatti, G., & Sinigaglia, C. (2006). So quel che fai. Il cervello che agisce e i neuroni specchio. Raffaello Cortina.
Rossi, P. G. (2011). Didattica enattiva. Complessità, teorie dell’azione, professionalità docente. Erickson.
Sabena, C. (2017). Gestures in mathematics education: Why and how to focus on their meanings. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10), 1, 1373–1380.
Shapiro, L. A. (2019). Embodied cognition (2nd ed.). Routledge.
Sibilio, M. (2017). Pedagogia dell’inclusione e didattica semplessa. FrancoAngeli.
Soylu, F., Lester, D., Newman, S. D., & Sprenger, A. M. (2018). Embodiment and mathematics: From theory to practice. Cognitive Research: Principles and Implications, 3, 23. https://doi.org/10.1186/s41235-018-0113-2
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.
Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14, 114.
Wilson, A. D., & Golonka, S. (2013). Embodied cognition is not what you think it is. Frontiers in Psychology, 4, 58.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Valeria Di Martino, Clarissa Sorrentino, Rosa Bellacicco
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
