Artifacts: influencing practice and supporting problem posing in the mathematics classrooms

In this report we present a teaching experiment on the relationship between everyday mathematics, in particular the numerical culture children acquired outside the school, and classroom mathematics, and the ways each can inform the other in the development of abstract mathematical knowledge. The teaching/learning environment designed and implemented in this study is characterized by an extensive use of suitable artifacts, whose introduction into the classroom setting brings from the outside world potential norms and ways of reflection, interactive teaching methods and introduction of new socio-mathematical norms. It is focused on a mindful approach toward mathematical modelling and a problem posing attitude.