OVERVIEW

The course provides theoretical tools, developed within the research in mathematics education and cognitive sciences as well as neuroscience, to frame the teaching and learning processes of the discipline, with particular reference to the Inclusion. Furthermore, the processes of teaching and learning mathematics mediated by technology and the management of profiles with specific learning disabilities in mathematics will be treated.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to develop educational skills related to the discipline, with particular reference to the ability to design and implement inclusive educational activities, to conduct educational reflections a priori and a posteriori of the activities carried out, and to implement appropriate evaluation strategies

AIMS AND LEARNING OUTCOMES

The course aims:
- to present theoretical tools to frame the teaching and learning processes of mathematics in inclusive context , also mediated by technologies;
- to discuss conceptual, epistemological, linguistic and didactic knots of mathematics education, also with reference to difficulties or special needs

The Key competencies for lifelong learning:

-  literacy-functional competence: advanced level

- Personal skills: advanced level

 - Social skills: advanced level

- Ability to learn to learn: advanced level

- Proficiency in design creation: advanced level

TEACHING METHODS

The teaching methodologies used to pursue the stated learning objectives and to promote related skills are:

-The peer evaluation will make it possible to work on advanced level literacy-functional competence, advanced level personal competences, advanced level social competences, advanced level ability to learn to learn.

-The think pair share methodology will make it possible to work on basic level literacy-functional skills, basic level personal skills and basic level social skills.

SYLLABUS/CONTENT

Theoretical tools to frame the teaching and learning processes of mathematics
Mathematics teaching and learning processes mediated by technologies
* 1. The  Semiotic Mediation framework  to  design   educational activities mediated by the use of artifacts
* 2. Instrumental genesis as  necessary process in order to use artifacts.
* 3. The  Universal Design for Learning to design  inclusive teaching
* 4. The laboratory context to design educational activities in algebra : the use of dynamic software AlNuSet
* 5. Assessment   in  inclusive teaching context.

Management of mathematics learning profiles of subjects with BES or DSA
* Italian ministerial documents and diagnostic manuals
* National and international studies on specific learning disorders in mathematics, with particular attention to secondary school
* Analysis and comparison of  different approaches to these studies: cognitive sciences, neuroscience and mathematics education
* From research to practice: the use of physical or digital artifacts
* The idea of inclusive education at national and international level.

The teaching contributes to the achievement of one of the Sustainable Development Goals of the UN 2030 Agenda :

•Goal 4. Provide inclusive and equitable quality education and learning opportunities for all

RECOMMENDED READING/BIBLIOGRAPHY

Baccaglini Frank, A., Di Martino, P., Natalini, R., Rosolini, G. (2017). Didattica della Matematica. Mondadori. (recommended text)

TEACHERS AND EXAM BOARD

Exam Board

ELISABETTA ROBOTTI (President)

FRANCESCA MORSELLI

SILVIA FUNGHI (President Substitute)

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

- discussion of a research article, agreed with the student, concerning   topics of the course

-presenting an inclusive didactic activity concerning a math topic addressed to students in secondary school

ASSESSMENT METHODS

In the discussion of the research article, the student has to explain the contents highlighting elements of connection with the teaching contents.

In presenting an inclusive didactic activity, to be proposed to the mates (but designed for a secondary school class), the student has to highlight the connections with the teaching contents. In particular, he/she has   to make explicit the elements that make this activity inclusive by finding reflections in the theoretical frameworks discussed in class.

Exam schedule