OVERVIEW

The course will include:
• issues relating to general problems of science teaching, and teaching in general,
• more specific issues relating to education mathematics, referred to middle and Secondary school - from eleven to eightenn years olds - and
• a critical (technical and cultural) review of some areas of mathematics, with connections to the use of different computing resources.

AIMS AND CONTENT

LEARNING OUTCOMES

The course provides theoretical tools, coming from research in mathematics education, to frame the teaching and learning processes of mathematics, with the aim of promoting the professional development of prospective mathematics teachers in reference to design, implementation and analysis of teaching activities.

AIMS AND LEARNING OUTCOMES

The course aims at promoting professional development for prospective mathematics teachers, as well as giving a first introduction to research in mathematics education. The course will provide students with theoretical tools that may help them to frame the teaching and learning processes in mathematics classrooms, so as to develop specific competences in designing, implementing and analyzing teacgin and lerning sequences.

Specific themes such as argumentation & proof and algebraic language as a thinking tool will be addressed.

As a learning outcome, the students:

- will develop didatical knowledge aimed at framing the teaching and learning processes

- will be able to plan and analyze learning sequences

- will be to critically analyze textbooks and other teaching resources

- will acquire a specialized language to communicate with specialists and non-specialists

TEACHING METHODS

The course will have both lecture lessons and group work with discussions

Students are recommended to attend to the course

SYLLABUS/CONTENT

Content:

• classical and recent studies in mathematyics education (e.g. Brousseau's theory of didactical situations; theory of semiotic mediation)
• theoretical tools that frame the teaching and learning processes (e.g. mathematical discussion)
• crucial issues in the teaching and learning process, also in reerence to specific contents (e.g. argumentation and proof, algebraic language)
• national guidelines
• formative and summative assessment in mathematics

RECOMMENDED READING/BIBLIOGRAPHY

Power point presentation, worksheeets and reading resources will be provided on aulaweb.

Recommended reading:

Natalini, Baccaglini-Frank, Di Martino, Rosolini (2018). Didattica della Matematica. Mondadori Universita'

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

The class will start according to the academic calendar.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Written dissertation, oral presentation.

ASSESSMENT METHODS

The assessment is designed to ascertain the achievement of the identified learning objectives and may consist of the critical analysis of a teacher resource (research articles, educational units, textbooks) and/or the design of a teaching unit.

Assessments once achieved are of unlimited duration.

Students with a certified DSA, disability or other special educational needs are advised to contact the lecturer at the beginning of the course to agree on teaching and examination methods that, while respecting the learning objectives, take into account individual learning methods and provide suitable compensatory tools.