New Perspectives in Science Education

There are over three hundred ways to prove the theorem of Pythagoras, but generally the school chooses a single method. The multiplicity of methods that characterizes mathematics can favorite the hanging of those who, due to problems of cognitive impairment, he/she  benefits from different roads than those usually adopted.  Will be reported methods and paths made ​​in more than ten years of activities carried out in collaboration with universities, research institutions and schools with primary school children suffering   mainly from dyscalculia, autism, and agenesis of the corpus callosum.

Our method starts from the premise that every child is unique and has its own preferred channel of learning. The problem of the adult is to understand what is the right channel for each child and allow him to follow him. This pedagogy of listening is of benefit for each child not only for the disabled one.  In this research, in addition to activities carried out directly in the classroom, we  have included  examples  of collaborations with experts (non-scientists) and teachers.

The activities described and analyzed relate to projects carried out both in the classroom and individually.

In conclusion, the multiplicity of languages ​​(see Malaguzzi "The Hundred Languages ​​of Children") often adopted in language teaching, provides good results  also in mathematics especially with children with disabilities.