OVERVIEW

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.

AIMS AND CONTENT

LEARNING OUTCOMES

Developing mastery (with a view to teaching) of coordinate systems and of various forms of graphic representation of situations and phenomena, giving special attention to the logical and linguistic competences involved. Particular problems related to primary and nursery school will be taken into consideration

AIMS AND LEARNING OUTCOMES

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.

TEACHING METHODS

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.

Teaching methods:
-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

SYLLABUS/CONTENT

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.

RECOMMENDED READING/BIBLIOGRAPHY

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

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

February 23, 2021

Class schedule

MATHMATICS (MODULE II)

EXAMS

EXAM DESCRIPTION

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.

ASSESSMENT METHODS

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 .