In 1987 a teacher that work in special school in Ticino (the Italian speaking part of Switzerland) to teach his students mathematics build an approach; it has been disseminated for 20 year in most of the Ticino primary schools. The aim of this study is to explore the implementation procedures and describe the process. The diffusion and opposition to the approach, seem to be connected mainly to the communication and less to an evaluation of the costs & benefits ratio. The strong promoter personal involvement had driven other subjects to overlap promoters and innovation itself (with positive and negative connection).
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