Chess Thinking and Configural Concepts

The purpose of this work is to connect chess and mathematics education. First, we introduce the idea of configural concepts in chess thinking and then we outline a scheme to show the phases of chess reasoning and how to apply this idea to some conflictual situations. We conclude this work proposing two research problems in introducing chess in mathematical classroom activities.

IL GIOCO DEGLI SCACCHI NELL’APPRENDIMENTO DELLE ABILITA’ VISUO-SPAZIALI: UN INTERVENTO SPERIMENTALE NELLA SCUOLA PRIMARIA

Può un corso strutturato di scacchi migliorare la percezione e la manipolazione degli elementi geometrici? Se sì, in che modo? Questo è stato l’interrogativo che ha accompagnato l’intero percorso sperimentale, realizzato all’interno di una Scuola Primaria di Palermo e discusso di seguito. Prendendo in considerazione alcune delle difficoltà che i bambini di Scuola Primaria hanno nei confronti della geometria, discusse in letteratura, è stato pianificato un progetto didattico che sviluppasse le potenzialità di un artefatto come gli scacchi. Ciò soprattutto in riferimento allo sviluppo delle capacità visuo-spaziali e quale importante fattore trasversale di motivazione all’apprendimento. Tale a…

<p>Generalization in chess thinking</p>

In this work we deal with generalization in chess thinking. Generalization is a complex process based on information people acquired during previous experiences. In the field of chess, chess books, chess education and personal game practice supply the information for generalization to occur. The way in which generalization is performed in chess is still a topic that deserves more research. In this article we dwell on early theories about chess thinking. We underline the role played by what we call configural concepts, in which geometrical patterns and logical expected developments coexist. We suggest that the idea of configural concepts, along with generalization and abduction constitute th…

COULD STUDY AND PLAY OF CHESS IMPROVE SOCIAL INTERACTIONS? RE PORT OF AN ITALIAN CASE STUDY.

Aim of this work is to improve the social interactions within a math classrooms (6 th grade), introducing a chess activity during the curricula hours. The theoretical framework upon which this research is based consists of: Vygotsky’s Theory of child developmen t (Vygotsky, 1986), the knowledge objectification theory (Radford, 2006) and theory of configural concepts (a personal review of Fischbein’s theory of figural concepts). We will discuss the results of an experimentation that has the purpose to create an appropriate environment wher e the students develop the abilities to solve and pose problems.

A multimodal semiotic approach to investigate on synergies between Geometry and Chess

Enhancing geometrical knowledge, metacognitive reasoning and visual spatial skills through a playing chess laboratory.