Pause attive e didattica della matematica

In this contribution, we propose an innovative approach to the design of the mathematical content of active breaks, drawing on theories of embodied cognition which conceive the formation of mathematical thinking as strongly shaped by gestures, perceptions, and bodily interactions. At the same time, the bodily component interfaces with a deeply cultural conception of mathematics and its learning. The active breaks developed within the ABMOVE! program are closely linked to the core areas of the Indicazioni Nazionali per il curricolo (MIUR, 2012) and are based on a relational approach to mathematics, which emphasizes the construction of conceptual relations rather than the mere execution of procedures. A third fundamental dimension considered in the design was the enhancement of the playful aspect. From this perspective, active breaks become didactic tools that integrate movement, play and mathematical thinking and provide insights for subsequent disciplinary explorations. Building on the analysis of the design process, we will discuss the potential of these practices to support mathematical learning that is not epistemologically biased and to foster positive attitudes towards mathematics in every one.