OVERVIEW

The course will include:
• issues relating to general problems of science teaching, and teaching in general,
• more specific issues relating to education mathematics, referred to middle and Secondary school - from eleven to eightenn years olds - and
• a critical (technical and cultural) review of some areas of mathematics, with connections to the use of different computing resources.

AIMS AND CONTENT

LEARNING OUTCOMES

The course provides theoretical tools, coming from research in mathematics education, to frame the teaching and learning processes of mathematics, with the aim of promoting the professional development of prospective mathematics teachers in reference to design, implementation and analysis of teaching activities.

AIMS AND LEARNING OUTCOMES

The course aims at promoting professional development for prospective mathematics teachers, as well as giving a first introduction to research in mathematics education. The course will provide students with theoretical tools that may help them to frame the teaching and learning processes in mathematics classrooms, so as to develop specific competences in designing, implementing and analyzing teacgin and lerning sequences.

Specific themes such as argumentation & proof and algebraic language as a thinking tool will be addressed.

As a learning outcome, the students:

- will develop didatical knowledge aimed at framing the teaching and learning processes

- will be able to plan and analyze learning sequences

- will be to critically analyze textbooks and other teaching resources

- will acquire a specialized language to communicate with specialists and non-specialists

TEACHING METHODS

The course will have both lecture lessons and group work with discussions

Students are recommended to attend to the course

SYLLABUS/CONTENT

Content:

• classical and recent studies in mathematyics education (e.g. Brousseau's theory of didactical situations; theory of semiotic mediation)
• theoretical tools that frame the teaching and learning processes (e.g. mathematical discussion)
• crucial issues in the teaching and learning process, also in reerence to specific contents (e.g. argumentation and proof, algebraic language)
• national guidelines
• formative and summative assessment in mathematics

RECOMMENDED READING/BIBLIOGRAPHY

Power point presentation, worksheeets and reading resources will be provided on aulaweb.

Recommended reading:

Natalini, Baccaglini-Frank, Di Martino, Rosolini (2018). Didattica della Matematica. Mondadori Universita'

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

The class will start according to the academic calendar.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Written dissertation, oral presentation.

ASSESSMENT METHODS

The assessment is designed to ascertain the achievement of the identified learning objectives and may consist of the critical analysis of a teacher resource (research articles, educational units, textbooks) and/or the design of a teaching unit.

Assessments once achieved are of unlimited duration.

Students with disabilities or specific learning disorders (SLD) are reminded that, in order to request accommodations for the exam, they must first upload the relevant certification to the university website at servizionline.unige.it, under the "Students" section. The documentation will be verified by the University Office for the Inclusion of Students with Disabilities and SLD.

Subsequently, well in advance (at least 7 days) before the exam date, students must send an email to the instructor administering the exam. The email must also be copied to both the School's Disability and SLD Inclusion Coordinator (sergio.didomizio@unige.it) and the aforementioned University Office. The email must specify the following:

• the name of the course

• the date of the exam

• the student’s surname, name, and student ID number

• the compensatory tools and dispensatory measures deemed necessary and requested.

The inclusion coordinator will confirm to the instructor that the student is entitled to request accommodations and that such accommodations must be agreed upon with the instructor. The instructor will respond indicating whether the requested accommodations can be used.

Requests must be submitted at least 7 days before the exam date in order to allow the instructor to evaluate them. In particular, if conceptual maps are to be used during the exam (which must be much more concise than those used for study purposes), late submission will not allow sufficient time to make any necessary adjustments.