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In order to define teaching principles to be adopted to support learning in Mathematics and Italian in primary school classes starting from the use of Fenix Program, the research was aimed at increasing the knowledge base available through the recognition of good teaching practices from the point of view of teachers in the form of professional routines. In a previous article (Maccario, 2016) we described some findings on the criteria that you can follow in the development of teaching sequences. This article presents a further order of the results concerning the dialogic-discursive structures that represent an important dimension of teaching mediation in accordance with the operational perspective of teachers. Also in this case it is phenomenology which refers to the practical knowledge as a source to be exploited for the construction of teaching principles and scientifically based knowledge in Didactics.

This chapter explores the possibility and potential of using video devices as recording instruments for didactic practices, within the context of the discussion of lines of analysis, aimed at the development of didactic models, as artefacts produced by pedagogic research in support of teaching processes and the professionalization of teachers. The main theoretical references are cited which analyse the validity of didactic models in teaching innovation processes and which point to possible new avenues for research in this field, with specific attention focused on practice-based approaches. Exploring and developing the potentiality of video research in line with directions specifically corresponding to the problems of analysis in the education field is clearly important. The same is discussed starting from an analysis of specific research experience.

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