Abstract
Perspective is an important milestone in the evolution of the Italian culture, but it is not deeply studied at the elementary school. This project, realized in Reggio Emilia, analyzes the perspective using historical tools,
while students produce geometric designs through a renaissance mathematic machine. The first chapter of the thesis focuses the perspective from an artistic and historical point of view, and analyzes the causes that
have led to searching for a rigorous representation’s method. The first chapter pays attention to other
types of perspective construction too,
like the eastern representation. Finally, the first chapter addresses
the use of perspective in movie making. The second chapter exhibits teaching methods used during the project: semiotic mediation, the historical method, Lesson Study. The third chapter exhibits a brief report of
the experiment. The fourth chapter describes the methodology of Lesson Study.The fifth chapter analyzes
some individual protocols. In particular the verbalizations and the representations made by the students,
which have collaborated to the construction of a collective knowledge during a mathematic discussion.
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