Mathematical Models for the Comparison of Teaching Strategies in Primary School
DOI:
https://doi.org/10.23756/sp.v5i2.392Keywords:
educational strategies in modern school, AHP procedure, teaching EnglishAbstract
Starting from the considerations on modern school of some important scholars, which highlight the complexity of the school system, an analytical path is outlined to identify the best strategies by means of a mathematical model. The method followed is the analytical hierarchical one of Saaty that starts from the investigation of the various objectives, criteria and strategies, and indicates procedures to assign qualitative judgments and to transform them into numerical scores. In particular the AHP procedure is applied to find the degree of effectiveness of various strategies for teaching English, in relation to possible contexts that may arise.Downloads
References
Ambel M., (2013), Quel che ho capito, Carocci, Roma.
Castoriadis C., (1998), L’enigma del soggetto. L’immaginario e le istituzioni, Dedalo, Bari.
Ceccatelli C., Di Battista T., Fortuna F., & Maturo F. (2013a). L’item response theory come strumento di valutazione delle eccellenze nella scuola. Science & Philosophy, 1(1), 143–156.
Ceccatelli C., Di Battista T., Fortuna F., & Maturo F. (2013b). Best Practices to Improve the Learning of Statistics: The
Case of the National Olympics of Statistic in Italy. Procedia - Social and Behavioral Sciences, 93, pp. 2194-2199, https://doi.org/10.1016/j.sbspro.2013.10.186.
Cellucci C., (2005), Le ragioni della logica, Laterza, Biblioteca di cultura moderna.
Delli Rocili L., & Maturo A. (2015). Interdisciplinarity, logic of uncertainty and fuzzy logic in primary school. Science & Philosophy, 3(2), pp- 11-26.
Delli Rocili L., & Maturo A. (2017). Social problems and decision making for teaching approaches and relationship management in an elementary school. doi:10.1007/978-3-319-54819-7_7
Fiorin I., (2014), Insegnare ad apprendere. Orientamenti per una buona didattica, La Scuola, Brescia.
Fiorin I., Castoldi M., & Previtali D., (2013), Dalle indicazioni al curricolo scolastico, La Scuola, Brescia.
Hošková-Mayerová, Š., Maturo, F., & Kacprzyk, J. (Eds.). (2017). Mathematical-Statistical Models and Qualitative
Theories for Economic and Social Sciences. Studies in Systems, Decision and Control. doi:10.1007/978-3-319-54819-7
Knuth, D.E. (1973). The art of computer programming. London: Addison-Wesley.
Maturo, A., & Ventre, A.G.S. (2009a). “An Application of the Analytic Hierarchy Process to Enhancing Consensus in
Multiagent Decision Making”, Proceeding of the International Symposium on the Analytic Hierarchy Process for
Multicriteria Decision Making, July 29- August 1, 2009, paper 48, 1-12. Pittsburgh: University of Pittsburg.
Maturo, A., & Ventre, A.G.S. (2009b). “Aggregation and consensus in multiobjective and multi person decision making.” International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems vol.17, no. 4, 491-499.
Maturo, F. (2015). Quesiti e test di probabilitá e statistica: un’analisi critica. Science & Philosophy, 3(1), pp. 61-72. doi:10.23756/sp.v3i1.262
Maturo, F., & Ventre, V. (2017). Consensus in Multiperson Decision Making Using Fuzzy Coalitions. Studies in Fuzziness and Soft Computing, 451–464. doi:10.1007/978-3-319-60207-3_26
Morin E., (2000), La testa ben fatta, Raffaello Cortina, Milano.
Morin E. (2001), I sette saperi, Raffaello Cortina, Milano.
Olivieri, M., Squillante, M., & Ventre, V. (2016). Information and Intertemporal Choices in Multi-Agent Decision Problems. Ratio Mathematica, 31(1), 3-24. doi:http://dx.doi.org/10.23755/rm.v31i0.316
Popper K., (1976), Unended quest, Fontana Collins, London.
Scurati, C. (2011), I nuovi perchè della scuola. Scuola Italiana Moderna, (1), 2011.
Saaty, T.L. (1980). The Analytic Hierarchy Process, New York: McGraw-Hill.
Saaty, T.L., (2008), “Relative Measurement and Its Generalization in Decision Making, Why Pairwise Comparisons are Central in Mathematics for the Measurement of Intangible Factors, The Analytic Hierarchy/Network Process”. Rev. R.
Acad. Cien. Serie A. Mat., Vol. 102 (2), 251–318.
Sciarra, E., (2006), Karl Popper e l’epistemologia delle scienze storico-sociali, Sigraf, Pescara.
Svatoňová, H., & Hošková-Mayerová, Š. (2017). Social aspects of teaching: Subjective preconditions and objective evaluation of interpretation of image data. doi:10.1007/978-3-319-54819-7_13
Downloads
Published
Issue
Section
License
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is committed to real and immediate open access for academic work. All of the journal articles are free to access immediately from the date of publication. There are no charge for readers to download articles and reviews for their own scholarly use. Benefits of open access for authors, include:
- Free access for all users worldwide
- Increased visibility and readership
- Rapid publication
- No spatial constraints
- Authors can share their research papers on their personal web-pages (i.e. ResearchGate, etc.)
Copyright and Licensing Terms
SCIENCE & PHILOSOPHY publishes open access articles under the terms of the Creative Commons Attribution (CC BY) License. The Creative Commons Attribution License (CC-BY) allows users to copy, distribute and transmit an article, adapt the article and make commercial use of the article. The CC BY license permits commercial and non-commercial re-use of an open-access article, as long as the author is properly attributed. Copyright on any research article published by SCIENCE & PHILOSOPHY is retained by the author(s). Authors grant SCIENCE & PHILOSOPHY a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use the article freely as long as its original authors, citation details and publisher are identified.
For further information visit: https://creativecommons.org/licenses/by/3.0/. The following logo will appear in any paper that will be published from the volume number 31/2016 onwards:
![]()