CODE 101565 ACADEMIC YEAR 2025/2026 CREDITS 6 cfu anno 2 MATEMATICA 9011 (LM-40) - GENOVA 6 cfu anno 1 MATEMATICA 11907 (LM-40 R) - GENOVA SCIENTIFIC DISCIPLINARY SECTOR MAT/04 LANGUAGE Italian TEACHING LOCATION GENOVA SEMESTER 2° Semester TEACHING MATERIALS AULAWEB 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 Teaching aims to develop teaching skills related to the discipline, with particular reference to the ability to design and implement meaningful and inclusive teaching activities, to conduct critical pedagogical reflections both prior to and after the activities carried out regarding the goal of school inclusion, and to implement appropriate formative assessment 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 ELISABETTA ROBOTTI Ricevimento: writing an email to the teacher at the following address: robotti@dima.unige.it 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.