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Coreo-Graph: un progetto di teoria dei grafi e danza

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Teresa Calogera, Tiziano Penati

History and Overview · Submitted 12 Oct 2024

abstract compiled · 2026-09-23 · no language-model review

The authors' main claim At the same time, it was an opportunity to think over the role of embodied activities in facilitating understanding and assimilation of abstract concepts of mathematics.

how it is stated · asserted 0.70 read the record →

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arXiv ID2410.09589 (version 1)
Pith IDTB4OEG7J, Pith's permanent record of this paper and its review
CitationTeresa Calogera, Tiziano Penati. "Coreo-Graph: un progetto di teoria dei grafi e danza." arXiv:2410.09589 (2024). https://pith.science/paper/TB4OEG7J
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The compiled record

The paper's own sentences, arranged. Each label is drawn from a closed vocabulary; the number beside it is the probability the classifier gave that label. Numbers in the tables are the authors', checked by code. No sentence in this record was written by a model.

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Compiled by classifier-1.13.0 via TypeSafe API, question bank abstract-p1-20260923, 2026-09-23: 1 request, 3,071 input tokens.

What the abstract itself states, as probabilities: claims first 0.04 · states limitation 0.08 · human participants 0.83 · controlled comparison 0.03 · randomized assignment 0.02 · states quantitative result 0.06 · compares with prior results 0.19 · mentions code or data availability 0.02.

The abstract, sentence by sentence

arXiv listing abstract v1. Results and the main claim are underlined; .

In this contribution we revisit a learning laboratory of graph theory, based on the well-known K\"onigsberg's bridges problem due to Euler, already proposed and described in Gaio-Capone-Branchetti (2020): we extend some of its conceptual aspects and laboratory activities, in particular by inserting a dance-inspired activity in order to explore the properties of Eulerian paths. In this new guise, the project was proposed and tested in the period 2022-2024 as an activity to strengthen the curricular skills of problem-solving. At the same time, it was an opportunity to think over the role of embodied activities in facilitating understanding and assimilation of abstract concepts of mathematics.

background contribution method result interpretation main claim

What the classifier reports for each sentence. The number is the probability it gave the label.
#sentencerolethe authors' own workstates the main conclusionstrength
s0 In this contribution we revisit a learning laboratory of graph theory, based on the well-known K\"onigsberg's bridges problem due to Euler, already proposed and described in Gaio-Capone-Branchetti (2020): we extend some of its conceptual aspects and laboratory activities, in particular by inserting a dance-inspired activity in order to explore the properties of Eulerian paths. contribution 0.98 0.75 0.13 asserted 0.99
s1 In this new guise, the project was proposed and tested in the period 2022-2024 as an activity to strengthen the curricular skills of problem-solving. method 0.61 0.88 0.07 asserted 1.00
s2 At the same time, it was an opportunity to think over the role of embodied activities in facilitating understanding and assimilation of abstract concepts of mathematics. interpretation 0.73 0.53 0.16 asserted 0.70

What kind of paper the classifier reports this is: empirical study 0.43 · evidence from observation or experiment 0.93.

What was examined, and what was not

sources read
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not examined
  • full text
  • figures and tables
  • references and citing sentences
  • relations to other papers
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  • P abstract
not run
  • S sections
  • T body sentences
  • C citations
  • R cross-paper relations

Every quoted sentence on this record is the authors'. Every label is from Pith's closed vocabulary, with the probability shown beside it. Every number in the measurements table is the authors', checked by code. Record as JSON

The paper
Original abstract

In this contribution we revisit a learning laboratory of graph theory, based on the well-known K\"onigsberg's bridges problem due to Euler, already proposed and described in Gaio-Capone-Branchetti (2020): we extend some of its conceptual aspects and laboratory activities, in particular by inserting a dance-inspired activity in order to explore the properties of Eulerian paths. In this new guise, the project was proposed and tested in the period 2022-2024 as an activity to strengthen the curricular skills of problem-solving. At the same time, it was an opportunity to think over the role of embodied activities in facilitating understanding and assimilation of abstract concepts of mathematics.

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