This unit deals with issues related to mathematical modeling and its teaching in secondary school.
The unit goals are: * present scientific studies that discuss difficulties, potentials, or critical issues in modeling processes within teaching-learning activities for mathematics education; * discuss conceptual, epistemological, and didactical issues in mathematics teaching-learning with reference to problem-solving activities that may involve aspects of modeling. Active participation in the proposed educational activities and individual study will enable students to: - learn about national and international research on historical/epistemological and educational aspects regarding mathematical modeling processes - examine scientific articles in order to draw from them useful elements for reflecting on teaching-learning practices on topics included in the mathematics curricula of different school orders - draft design proposals for teaching activities based on scientific issues presented and discussed in class Key competencies for lifelong learning
The unit will alternate between parts presented by the teacher and small group work followed by discussions. The think-pair share methodology will allow work on basic level literacy-functional competence, basic level personal skills, basic level social skills. Report writing and/or presentation of papers from the study texts will allow work on advanced level literacy-functional competence, advanced level personal skills, and, when done in groups, advanced level social skills. Writing design proposals for educational activities will allow work on advanced level literacy-functional competence, advanced level personal skills, advanced level proficiency in design creation, and, when carried out in groups, advanced level social skills. Peer evaluation will allow work on advanced level literacy-functional competence, advanced level personal skills, advanced level social skills, and advanced level ability to learn to learn.
The unit program concerns the presentation and discussion of theoretical tools for reflecting on historical/epistemological and educational aspects of mathematical modeling. In particular, the following aspects will be discussed:
Next, starting from contents also agreed upon the basis of students' interests, work will be set up to reflect on specific epistemological aspects and to investigate related literature, especially for activities related to the presentation of personal reflections and to the draft of design proposals for teaching activities.
The following topics will also be considered and discussed in relation to the perspective of the unit:
The unit contributes to the achievement of one of the Sustainable Development Goals of the UN 2030 Agenda :
Baccaglini Frank, A., Di Martino, P., Natalini, R., Rosolini, G. (2017). Didattica della Matematica. Mondadori. (recommended reading)
Further readings will be suggested during the lessons and/or will be shared throught Aulaweb.
Ricevimento: On request. For scheduling an appointment, contact the teacher at the e-mail: silvia.funghi@edu.unige.it
SILVIA FUNGHI (President)
ELISABETTA ROBOTTI
FRANCESCA MORSELLI (President Substitute)
The class will start according to the academic calendar.
All class schedules are posted on the EasyAcademy portal.
In-process and final review of written work done during the lessons. Oral seminar of theoretical/didactic presentation of topics discussed in class.
Both in the in itinere written work and in the final seminar, students should highlight the connections with the critical aspects highlighted by the research presented in class. Students will also have to exploit what was addressed in the lessons during their work on the design of project proposals for teaching activities. In particular, students should make explicit the critical elements that may arise regarding the modeling processes that may occur within the designed activities, and discuss them in relation to the results of the scientific research studied. Students with certified learning difficulties, disability or other special educational needs are advised to contact the teacher at the beginning of the lessons, in order to arrange both teaching and examination modalities that, while respecting the learning objectives, take into account individual learning patterns and provide suitable compensatory tools.
Attendance is highly recommended For taking the exam, contact the teacher
