|CREDITS||4 credits during the 2nd year of 9322 TEACHER EDUCATION (LM-85 bis) GENOVA|
|SCIENTIFIC DISCIPLINARY SECTOR||MAT/04|
|TEACHING LOCATION||GENOVA (TEACHER EDUCATION)|
|MODULES||This unit is a module of:|
The course aims to provide students with the basics of Mathematics with some references to related educational items, essential requirements for facing teaching in primary school and kindergarten.
1. Acquiring basic mathematics knowledge for teaching in kindergarten and primary school 2. Acquiring didactic knowledge and competences in mathematics education. 3. Acquiring competences in developing practical activities and critical reflections in mathematics education, as well as in carrying out evaluation strategies.
The teaching aims to consolidate and acquire basic mathematical knowledge and skills concerning some of the nuclei of the National Indications (MIUR, 2012) for primary and kindergarten. The central theme will be "relations and functions" and "space and figures" with attention to exploring, conjecturing and arguing. In particular, attention will be paid to:
Relations of direct and inverse proportionality Geometry: transformations of the plane
Attendance and active participation in the proposed training activities (lectures and laboratory activities) and individual study will allow the student to:
- know the theoretical foundations and the languages of mathematics.
- know disciplinary teaching approaches related to kindergarten and primary school mathematics, with attention to interdisciplinary links.
Furthermore, at the end of the course, the student will be able to:
- Designing mathematical lteaching and earning paths.
- Reading dissemination and research articles in mathematics education, demonstrating that they are able to grasp, evaluate and use the results of empirical studies in order to build knowledge and improve teaching interventions.
- Working in groups for the planning, organization and assessment of didactic interventions related to mathematics.
- Using the main representative methods typical of mathematics (different number scripts, algebraic register, graph, tables) and beeing able to express a mathematical argument in a clear and complete manner.
- Knowing how to recognize mathematical and didactic models faced in teaching in new contexts and knowing how to apply them appropriately.
Laboratory-style lessons (individual work on worksheets + class discussions) and Standard lessons.
Frequency of minimum 2/3 of the lessons is required.
Non-participant students required to prepare a final report concerning a theme approached during the course, that has to be agreed with the teacher.
in the event of a health emergency, the lessons will be conducted online. Their registration will be available on streaming.
-Students will be provided, on Teams or Aulaweb platform, with study materials (slides, articles, videos ...) which will be discussed / verified during online lessons
-The students will be splitted into working groups and they will be asked to collaborate in solving tasks (reflection, production ...)
- The productions of the groups will be presented and discussed collectively during online lessons with the possibility of revisions and relaunches
The course aims to address mathematical aspects of fundamentals cognitive and didactic problems relating to the nuclei of :
-Functions and relationships: modeling, different registers of representations; direct and inverse proportionality;
- Geometrical transformation of the plane: Isometries and Homothety
It also aims to present basic theoretical elements from research in mathematics education: body, tools and mathematical symbols; the mathematics laboratory; cognitive and didactic and affective aspects in the teaching-learning of mathematics.
Finally, the course aims to present examples of didactic activities related to the topics covered.
Students will receive during the course worksheets and reading materials. At the end of the course, the notes of the lessons will be provided.
Bazzini, L. Valacca E. (2001). I dati e le previsioni, UTET Libreria, Torino.
Oppure: Bazzini L., Scimone A., Spagnolo F. (2008). Probabilità e Statistica, Teoria e Didattica, Ed. Palumbo, Palermo.
Bartolini Bussi (2008). Matematica. I numeri e lo spazio, Juvenilia.
Grugnetti, L., Villani, V. (1999). Matematica dalla scuola materna alla maturità. Proposta di un percorso globale. Pitagora Editrice, Bologna.
Zan, R. (2007). Difficoltà in matematica. Osservare, interpretare, intervenire. Springer Verlag.
U.M.I. Matematica 2001- Materiali per un muovo curricolo di matematica con suggerimenti per attività e prove di verifica: http://umi.dm.unibo.it/old/italiano/Matematica2001/matematica2001.html
ELISABETTA ROBOTTI (President)
BARBARA MALLARINO (President Substitute)
February 23, 2021
The exam consists of a written test.
Non-partecipant Students, in addition to the written test, will have to produce an individual report on a topic agreed with the teacher.
The exam will be an individual written 2-hours assessment. It will take place in attendance or online according to the University regulations due to the pandemic .