Origami are an effective strategy to bring girls and children closer to mathematical concepts, inclusive and winning the widespread fear for this subject. Let’s see how
Speaking the teaching of mathematics in an inclusive perspective, decreasing the stress connected to the relationship, often conflicting, with this discipline in girls and boys, is a goal that many teachers and parents propose. And it is also possible to do it through the ancient Japanese art of folding paper, origamito whom the free webinar is dedicated, reserved for teachers, Mathematics hidden in origami: let’s explain it!edited by Adele Vestetrainer for teachers and specialized in the inclusive teaching of mathematics, e Gabriella Romanoteacher who has long been engaged in the teaching of mathematical concepts through origami.
We talked to the two experts to understand the importance of facing this subject with a positive approachthat exploits several channels for learning and, above all, that you do not leave anyone behind.
Win
First of all, it is essential that girls and boys put aside the widespread diffidence or fear towards mathematics: “If we read Rosetta Zan’s studies, – Gabriella Romano told us – it can be clearly understood that very often the memories related to mathematics refer to experiences suffered, sometimes painful, and is a real shame. Today we are aware that the emotional aspect towards this discipline affects a lot. A more serene didactic approach can help improve this state of affairs and I think that The origami help to approach with curiosity to mathematics In general, but in particular to geometry, often neglected in our schools ».
Fold the card to discover concepts
How can this ancient art be a vehicle for mathematics -related concepts? Romano underlines: «Folding any paper sheet with the boys to make a simple origami model, It is possible to naturally transmit the specific lexicon, because the words make themselves concrete: To bend a diagonal of a square I must act on opposite leaders, and this leads girls and boys to make these terms their own, to understand and then give instructions, which become interesting because in the end a model is made, perhaps a game or a character of a read story ». And so a playful activity becomes a tool of formal knowledge. The expert continues: “We think, for example, of the classic” Inferno-Paradiso “game: if we reopen the sheet after the folds, we can identify parallel and perpendicular fees that cross and split the paper. Which fraction of the sheet did I color in my game? Is the colorful or un -colored part greater? Questions of this type can be asked about each model and each answer can be argued, helping pupils to develop this competence also ».
The origami help to get out of the schemes consolidated by traditional teaching. Gabriella Romano continues: «Through the folds it is also very easy to recognize the geometric figures and their characteristics in non -standard situations: for example, in textbooks a rectangle triangle is always represented in the same position, generally with the right corner on the left, it is rarely rotated; A rumble always with the greater vertical diagonal. Origami develop the visualization capacity in the face of variations of the context».
A method suitable for everyone
But should we think of this method as suitable only for the first degrees of education or can it be useful even after? «This technique – says Romano – It can be proposed by kindergarten to second grade secondary school and I dare would say even further. Many researchers study materials and techniques to apply origami in different fields, from spacecraft to devices for surgery ».
For parents, learning together with their children this art can be a pleasant and relaxing moment to spend together, helping to enhance the mathematical abilities of the whole family.
An inclusive method
Adele wears adds: “The practice of the original which, as we have seen, can also be proposed to the children of the kindergarten, around 5 years, is therefore a Excellent means to stimulate deductive skills. The card constitutes a valid tool precisely because, unlike other techniques and technologies, it does not provide basic skills as a prerequisite and puts in direct contact with the concept, without mediation “. Why can a laboratory of this type have positive repercussions in terms of inclusive teaching? He underlines the guise: “Children work together and can discuss each other on forms and concepts and make generalizations. There are aspects that change and others that remain, which remain constant, and are comfortable vehicles of mathematical and geometric concepts. With these activities you can discover in a simple way the mathematics that is hidden in objects or daily spaces, also through the game. It is also a practice that helps the development of the Oculo-manual coordination and the Fine motor skillsstrengthening, in the meantime, also theacquisition of concepts and language typical of mathematics. Driving in the management of a procedure through the game can be, for example, a useful intervention also for girls and boys with dyspraxia. The capacity for concentration, memory and also those of finding a creative solution to a problem that is posed are enhanced ».
The abstract through the concrete
There are, however, those who fear that teaching through concrete methods can overshadow the abstraction inherent in mathematics. Is it a founded fear? According to Romano, just no: “I answer with a quote from a famous Italian teacher and mathematics who has revolutionized the teaching of this discipline, Emma Castelnuovo, taken from her book Mathematics teaching (1)
: “How much more time our boys will have given the study of the concrete, the more time they will have lost time in observing, the better they will spend after understanding the abstract forms“. It is important that each teacher has the desire to get involved, reviewing their teaching and clearly explaining the real objectives and everything that origami hide to the families ».
How to approach origami
What advice to give to those who want to approach this art? Romano continues: «I personally have always had a passion for paper and origami, since childhood. But the real turning point was when, through social networks, I met the group of origamists of the “Origami diffusion center“, The historic association that has contributed to making the technique known in Italy. At a certain point in my teaching career, I felt the need to change the way of doing geometry and after participating, in 2014, in a conference on origami and teaching I understood that this approach could be valid and effective if well used and I spent me to spread it among the teachers, trying to intrigue. Currently, for those who want to deepen the art of original, There are several webinars and training courses, also recognized by MIUR».
