La competenza argomentativa in didattica della matematica e didattica della lingua: una prospettiva comparativa.

The project is set in the field of studies that investigate on one hand the relation between the various subject didactics, and on the other hand between the subject didactics as a whole and general didactics. The project idea for this thesis spawns from the analysis and reflection on research results that place themselves in the French tradition (Mercier A., Schubauer-Leoni M.L., Sensevy G., etc.) and a few Italian contributions (Damiano E., Martini B., Nigris E., Rossi P., etc.). The study of such literature defines the theoretical framework for this general problem. The direction that we want to follow is to see how, starting from the subject didactics, we can identify a conceptual core involved in the teaching of different disciplines. We prepare an experimental investigation system to locate a common ground starting from a first analysis of the comparison of two different subject didactics (also locating other possible subject didactics), and then focusing on the relations between the subject didactics and general didactics. The way the work is structured is bottom up: the comparison will not focus on the epistemological point of view: instead it will concentrate on the study of the didactics action regarding the chosen theme. The theme that was chosen for the comparative analysis is the argumentative competence, from which a wide meditation stems, from didactics both in mathematics and in language, and for which many research results are available. The research is shaped as a “case study” which, if examined with an analytic approach, can provide informations about the didactic problems involved. From these problems we obtain the directions along which we can face the problem of the relation between general didactics and subject didactics. The research should allow to enhance the intelligibility of the teaching situations, starting from reading theories and constructs deriving from both fields.