This unit deals with the use of technology in teaching mathematics in the secondary school.
The unit provides the future teacher with theoretical tools to frame teaching-learning processes in mathematics using technologies, with the aim of promoting the development of skills related to the design, implementation and analysis of teaching activities with the use of technology.
The course aims to develop skills related to the planning and implementation of activities characterized by the use of educational technologies.
The unit provides theoretical tools from research in mathematics education to frame teaching-learning processes in mathematics involving technologies. Students will be able to apply the acquired knowledge to design and analyze learning activities involving technologies and will be able to use the acquired knowledge to critically evaluate teaching resources.
The unit aims to:
* present scientific results that discuss difficulties, potentials, or critical issues in mathematics teaching-learning processes mediated by the use of technologies;
* discuss conceptual, epistemological, and didactic issues in mathematics teaching-learning referring to problem-solving activities involving the use of technologies.
Active participation in the proposed educational activities and individual study will enable the student to:
- learn about national and international research on the design and implementation of teaching activities in mathematics that involve the use of technology;
- examine scientific articles in order to draw from them useful elements for reflecting on teaching-learning practices about topics included in the mathematics curricula of different school orders; and
- draft design proposals for teaching activities based on the scientific elements covered and discussed in class
Key competencies for lifelong learning
Units of the course for bachelor's degree in Mathematics, and the unit of Mathematics Education with Laboratory
The unit will be characterized by an approach to teaching that allows students to actively work and participate to the lesson development (all 52 hours of the unit are considered as laboratory); therefore, it will take place in a room provided with computer or other devices. Within the course, participants will be given the opportunity to experience firsthand activities involving the use of specific softwares, structured as small group work followed by discussions, through which it will be possible to highlight the theoretical aspects developed by research on technologies within mathematics teaching-learning processes.
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.
Students with disabilities, learning disorders or special educational needs are reminded to contact the professor at the beginning of the course to agree on teaching methods that, while respecting the learning objectives, take into account individual learning patterns and provide suitable compensatory tools.
The unit program concerns the presentation and discussion of theoretical tools for reflecting on the use of technologies within mathematics teaching-learning processes. In particular, the following aspects will be discussed:
1. Frameworks from research in mathematics education useful for both the design and analysis of teaching activities, such as Theory of Semiotic Mediation;
2. Digital technologies seen as microworlds, with reference to the teaching implications of this perspective;
3. Use of technologies for the study of Euclidean geometry and the development of skills such as conjecture production, argumentation, construction of conditional utterances, for secondary school students;
4. Use of technologies for the study of the concept of function from a covariational perspective.
Then, starting from some contents also agreed on 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 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 professor 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.
The timetable for this course is available here: Portale EasyAcademy
In-process and final review of written work done during the lessons.
Oral examination with discussion of the topics discussed in class, starting from an individual written assignment concerning the desing of a teaching activity involving the use of technology.
Both in the in itinere written work and in the final exam, 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 design and implementation of teaching activities exploiting techonolgies, and discuss them in relation to the results of the scientific research studied.
Students with disabilities or learning disorders are reminded that in order to request accommodations for the exam, the instructions detailed on Aulaweb https://2023.aulaweb.unige.it/course/view.php?id=12490#section-3 must be followed. In particular, accommodations should be requested significantly in advance (at least 10 days) of the exam date by writing to the professor with a copy of the School Contact Teacher and the appropriate Office (see instructions at the above site).
Mode of attendance: Attendance strongly recommended How to register for an examination: contact the professor at the e-mail: silvia.funghi@edu.unige.it
