OVERVIEW

Communication is a strategic function of organizations that interact within our social system. It defines and legitimizes them, enabling them to achieve the fundamental goals of any system: to survive, protect itself, acquire resources, and expand.

This course applies this perspective to mathematics by analyzing models, channels, and languages of scientific communication. It identifies connections, differences, and strengths in relation to mathematics education, and develops skills for designing communication products (such as exhibitions, workshops, podcasts, and other formats) through which mathematical knowledge and expertise can be shared with schools, the research community, and society at large.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to develop skills in the field of mathematical communication and dissemination, with a particular focus on designing activities, workshops, and events for different types of audiences: specialized, general, and school-based. Moreover, acquiring fluency in the techniques of public science communication and mathematics communication is also fundamental for teachers.

AIMS AND LEARNING OUTCOMES

The course aims to provide both theoretical and practical tools for communicating and popularizing mathematics to diverse audiences, fostering awareness of the models, processes, and channels of scientific communication and their relationship with mathematics education, as well as developing skills in the design and production of communication outputs.

By the end of the course, students will be able to:

• describe the models and processes of science communication and the main cognitive biases that influence the relationship between science and the public;
• distinguish among the various channels of scientific and mathematical outreach, their respective types of products, target audiences, and expected impacts, recognizing major Italian and international examples and the professional contexts in which they operate;
• apply verbal, paraverbal, and nonverbal communication techniques, as well as principles of effective communication, in crafting messages for non-specialist audiences;
• critically analyze mathematics communication products and initiatives, evaluating their communicative effectiveness, scientific accuracy, and suitability for the intended audience and context;
• identify the connections, differences, and complementary strengths between the fields of science communication and mathematics education, and recognize their implications for professional practice;
• design a mathematics outreach initiative (such as a workshop, exhibit, event, podcast, or similar format) aligned with specific objectives, audiences, and contexts;
• deliver public-speaking presentations and educational podcasts for non-specialist audiences, integrating appropriate communication techniques and effectively managing language, pacing, style, and audience engagement;
• discuss and justify the cultural and civic role of mathematics communication, with particular attention to scientific citizenship and the risks of misinformation in the post-truth era.

TEACHING METHODS

The course combines lectures, practical exercises, and laboratory activities, complemented by seminars and guest talks from experts and professionals in science communication, mathematics communication, and mathematics education. These contributions are also intended to introduce students to exemplary projects, key stakeholders, and professional contexts within the field.

The course includes a range of active and interactive learning activities designed to support the achievement of the intended learning outcomes, including:

• the design and delivery of short outreach presentations (science snacks);
• public speaking exercises;
• the production of short audio pieces and educational podcasts;
• storytelling and science engagement activities;
• comparative analyses of mathematics communication and mathematics education products;
• collaborative group work.

Given the laboratory-based and highly participatory nature of the course, regular attendance is strongly recommended.

SYLLABUS/CONTENT

The course is organized around four thematic strands which, rather than being presented as separate blocks, alternate and intertwine throughout the semester, fostering continuous interaction between theory, case studies, and project design.

Part 1 – Science Communication and Public Engagement

• Communication and public outreach: definitions, history, and evolution of the concept; science communication, science journalism, and academic communication.
• Models of science communication: the deficit model, Public Understanding of Science (PUS), the dialogue model, and Public Engagement with Science and Technology (PEST); roles of the science communicator.
• Communication processes and cognitive biases; principles and tools for effective communication.
• Cultural events and public engagement initiatives in Italy and Europe; the Genoa Science Festival.

Part 2 – Communicating and Popularizing Mathematics

• The specific nature of mathematics communication compared with other disciplines; challenges and stereotypes.
• Techniques for communicating mathematics; engaging audiences through strategies, methods, and practical approaches.
• Communicating complexity: levels of interpretation, reformulation, the use of metaphors, examples, and visualizations; tools for audience interaction.
• Communicating in the post-truth era: misinformation, critical thinking, and scientific citizenship.

Part 3 – Bridges Between Mathematics Education and Mathematics Communication

• Mathematics communication and mathematics education: connections, differences, and strengths; a shared repertoire of ideas, languages, and practices.
• Storytelling, narrative, and visualization as practices at the intersection of mathematics outreach and mathematics education.
• When outreach enters the classroom and when teaching moves beyond it: Italian and international case studies.
• The impact of mathematics communication on teaching practice and the teaching profession.

Part 4 – Channels, Formats, and Design

• Channels of science communication: books, newspapers and magazines, websites and social media, podcasts and radio, television and documentaries, comics, institutional communication, large-scale events, museums and exhibitions, public speaking, science shows, performances, workshops, games, and school-oriented projects.
• Public speaking and interpersonal communication; theatrical techniques for communicating mathematics.
• Gamification, science exhibits, and interactive workshops; storytelling and archetypes.
• Designing communication products (exhibitions, workshops, podcasts, etc.): stages of the design process and methods for evaluating effectiveness.
• The role of science facilitation and animation in public engagement and science communication.

The course contributes to the achievement of Sustainable Development Goal 4 (Quality Education) of the United Nations 2030 Agenda for Sustainable Development.

TEACHERS AND EXAM BOARD

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam consists of an individual assessment structured in two parts: the production of a popular science podcast episode on a freely chosen mathematical topic, aimed at a non-specialist audience, with a maximum duration of 10 minutes, to be submitted as an audio file one week before the exam session (the podcast will not be published); and an oral examination discussing the podcast and the course content.

ASSESSMENT METHODS

The assessment takes into account the overall quality of the podcast—audio quality, narrative structure, scientific accuracy of the content, and appropriateness for the target audience—as well as the oral discussion, which starting from the podcast expands to include the design choices, any difficulties encountered and feedback received, the techniques and tools used, and the main theoretical contents of the course.Students with DSA (=Specific Learning Disabilities) certification, disability or other special educational needs are advised to contact the teacher at the beginning of the course to establish on teaching and examination methods that, in compliance with the teaching objectives, take account of individual learning arrangements and provide appropriate compensatory tools.