M.G. Frassia

University of Calabria (ITALY)
The use of technological resources in Mathematics teaching allows to create new learning opportunities for students and at the same time, to operate active links between the ideas and the mathematical content: in this sense technology, inserted in an appropriate methodological framework, becomes a mediator of learning math. In the last two decades, several studies have been directed to the study and analysis of the role and effects at the cognitive level about the use of technology in teaching and learning of Mathematics (Adams, T., 1997; Lesmeister, L. M., 1996; Quesada, A. R. & Marxwell, M. E., 1994; Bishop-Clark, 1995; Weber, T. E., 1998; Goos et al., 2003; Costabile & Serpe, 2003, 2013).

Specifically, the pedagogical-educational value of programming is internationally recognized (Pea & Kurland, 1984; Oprea, 1988; Liao & Bright G, 1991; Costabile & Serpe, 2009, 2012, 2013); Furthermore, the curriculum of mathematics have given an increasing emphasis on the processes of problem solving, reasoning and communication, encouraging students in the discussion and explanation of mathematical ideas and reflection on mathematical contents (National Council of Teachers of Mathematics, 2000).

The importance of the programmig was stressed, also, since the early years of schooling (Clements & Gullo, 1984; Clements & Meredith, 1993, Li & Ma, 2010). The practice of programming makes it possible to implement a sequence of instructions to be given to the computer: organize and produce, understand and establish processes and procedures in order to plan, design and build prototypes to computer with mathematical objects means acquiring the intellectual formation in all its components (logical, intuitive, creative and imaginative) and become aware of how mathematics is an example of integration and wide openness into reality. The programming environment MatCos, oriented teaching - learning mathematics, offers real opportunity for students to explore, develop, interact and then to realize according to a drawing "piece by piece" that become units (Costabile, F.A. and Serpe A., 2007, 2013).

In this frame, it fits the following work presents a reflection on the potential of the practice of computer programming in the teaching - learning of Mathematics, together with some explanatory examples to that effect, with programming environment MatCos.