AIMS AND CONTENT

LEARNING OUTCOMES

The Laboratory, in continuity with the teaching Didactics of Mathematics, provides a model of mathematics education, consistent with recent developments in research in mathematics education, that promotes the conscious construction of mathematical skills for secondary school, in accordance with the current National Guidelines.

AIMS AND LEARNING OUTCOMES

The laboratory is aimed at promoting :

-the development of skills related to the analysis of teaching-learning processes

-the development of skills related to the design of educational activities

The teaching contributes to the achievement of the following soft skills:

Literacy competence - advanced level

Personal competence - advanced level

social competence - advanced level

learning to learn competence - advanced level

design creation competence - advanced level

TEACHING METHODS

The lessons will be carried out in form of laboratory (on guided worksheets) with elements of theoretical reflection relating to the addressed issues.
The peer evaluation will make allow to work on advanced level literacy competences, advanced level personal competences, advanced level social competences, advanced level learning to learn competence.
The think pair share methodology will allow to work on basic level literacy competences, basic level personal competences and basic level social competences.
The creation of audio-video products will allow to work on advanced level literacy competences, basic level personal competences, advanced level social competences, advanced level project creation competences.
The drafting of reports will allow to work on advanced level literacy- competence, on advanced level personal competences.

SYLLABUS/CONTENT

The approach to algebraic language, and its use in solving geometry problems, in mathematical modeling of non-mathematical situations and in proving in elementary number theory, with particular attention to its interweaving with verbal language in argumentation. Episodes taken from teaching experiments concerning the first approach to the algebraic language for argumentation and modeling will be illustrated and analysed.

In particular, we will focus on the role of the teacher in the design and implementation of educational paths.

The teaching contributes to the achievement of Sustainable Development Goal 4 of the UN 2030 Agenda: "Provide quality, equitable and inclusive education and learning opportunities for all".

TEACHERS AND EXAM BOARD

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Written dissertation, oral presentation.

Written report and oral presentation.

Assessment will be based on the completion of a final project, as follows :

1) Selection of an activity/problem from an assigned list.

2) A priori analysis of the selected problem

3) Design of the working methodology in the classroom

4) Analysis of the teacher's role

5) Creation of an outline of a hypothetical class discussion

The design work will be discussed during an oral test at the end of the course.

ASSESSMENT METHODS

The final written report and the creation of a teaching project are aimed at ascertaining the achievement of the objectives identified in the course and the relative ability to analyse the carried out work .

Once obtained, the evaluations are valid indefinitely.

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.