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S. Benvenuti 1, G. Guidone2

1Università di Bologna (ITALY)
2Liceo Scientifico "T. C. Onesti" Fermo (ITALY)
In this paper, we consider the problem of the role of a textbook when teaching Mathematics. What characteristics make it useful? Is it the number of exercises or the presence of clear instructions?

Our point is that a perfect book does not exist, since the mediation of the teacher makes the difference. Nonetheless, a book can really help when it comes to building long-lasting competences and critical thought.

In the following, we propose an analysis of the main features which an effective book should have. In our digital society, the way of acquiring knowledge has changed. For us, born well inside the 20th century, obtaining information was complicated, but in the effort operations of synthesis and systemization of knowledge were included. Now just one click and our guys "know" everything. Just as Google Maps is enough to take us to the top of the world. But think about it: when we use the navigator we do not create any inner image, no information accumulates in orderly places of the mind, where this information can serve as interpretative paradigms for subsequent stages of investigation. That is why school is even more important: it serves as always to overcome inequalities and combat disadvantages. But now it also serves to give tools that allow you to live in the 21st century not as passive users, but as critical readers.