OVERVIEW

The course provides theoretical tools developed within research in mathematics education, cognitive sciences, and neuroscience to frame the teaching and learning processes of mathematics, with particular reference to the theme of inclusion. The course will address mathematics teaching and learning processes mediated by technologies, as well as the educational management of students with specific learning disorders in mathematics.

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 an inclusive context, including those mediated by the use of technologies;
• discuss conceptual, epistemological, linguistic, and didactical issues related to the teaching and learning of mathematics in situations of difficulty and/or special educational needs, with particular reference to specific learning disorders in mathematics.

Attendance, active participation in the proposed learning activities, and individual study will enable students to:

• gain knowledge of the general international framework on school inclusion;
• gain knowledge of the general framework concerning specific learning disorders, with particular attention to mathematics;
• understand the current perspective of Mathematics Education research on Specific Learning Disorders in Mathematics at both national and international levels;
• become familiar with models for tracing students’ learning profiles;
• design inclusive educational activities for lower and upper secondary school students;
• examine scientific articles in the field of Mathematics Education and connect them to inclusive teaching practices.

Key Competences for Lifelong Learning

• Functional literacy competence: advanced level
• Personal competences: advanced level
• Social competences: advanced level
• Learning to learn competence: advanced level
• Competence in project design and development: advanced level

TEACHING METHODS

The teaching methodologies adopted to pursue the declared learning objectives and to promote the related competences are the following:

• Peer evaluation will support the development of functional literacy competence at an advanced level, personal competences at an advanced level, social competences at an advanced level, and learning-to-learn competence at an advanced level.
• The think-pair-share methodology will support the development of functional literacy competence at a basic level, personal competences at a basic level, and social competences at a basic level.
• The creation of products (audio-video materials, classroom activities, etc.) will support the development of functional literacy competence at an advanced level, personal competences at a basic level, social competences at an advanced level, and competence in project design and development at an advanced level.
• Report writing will support the development of functional literacy competence at an advanced level and personal competences at an advanced level.

SYLLABUS/CONTENT

The course syllabus includes the presentation and discussion of theoretical and technological tools for framing the teaching and learning processes of mathematics from an inclusive perspective. In particular, the following topics will be addressed:

1. The Semiotic Mediation framework as an approach to the design and analysis of educational activities mediated by the use of artifacts (technological and non-technological);
2. Instrumental Genesis as a necessary process in the use of artifacts;
3. The Universal Design for Learning framework as an approach to the design of inclusive mathematics education;
4. Didactical analysis of the approach to algebra in a laboratory setting through the use of the dynamic algebra software AlNuSet, the DESMOS application, and other technologies;
5. The issue of assessment of learning within an inclusive educational context.

In addition, the course syllabus includes the presentation and discussion of models for tracing and managing mathematics learning profiles of students with Special Educational Needs (SEN) or Specific Learning Disorders (SLD). In particular, the following topics will be presented:

1. Regulations and policies: Italian ministerial documents; overview of diagnostic tests;
2. National and international studies on specific learning disorders in mathematics, with particular attention to secondary school;
3. Analysis and comparison of different approaches to these studies: cognitive sciences, neuroscience, and mathematics education;
4. From research to practice: the use of physical and digital artifacts;
5. The concept of inclusive education at national and international levels.

The course contributes to the achievement of one of the Sustainable Development Goals of the United Nations 2030 Agenda:

Goal 4. Ensure inclusive and equitable quality education and promote lifelong 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

LESSONS

LESSONS START

February 2027. Please refer to the timetable available on the DIMA website.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

One of the following two options is foreseen, at the student’s choice:

1. Discussion of a research article, agreed upon with the student, on topics covered in the course.
2. Presentation of an inclusive teaching activity, agreed upon with the lecturer.

Students with a certification for Specific Learning Disorders (SLD), disabilities, or other Special Educational Needs (SEN) are advised to contact the lecturer at the beginning of the course in order to agree on teaching and assessment methods that, while respecting the learning objectives of the course, take into account individual learning styles and provide appropriate compensatory tools (see the “Further information” section in this regard).

ASSESSMENT METHODS

In the discussion of a research article, the student will be required to present its contents, highlighting connections with the course topics.

In the presentation of an inclusive teaching activity, to be proposed to the group of classmates (but designed for a secondary school classroom), the student will be required to highlight connections with the course content. In particular, they will need to make explicit the elements that make the activity inclusive, identifying correspondences with the theoretical frameworks discussed during the lectures.

FURTHER INFORMATION

Compensatory and dispensatory measures Disability/Invalidity/Specific Learning Disorder

Dispensatory measures and compensatory tools are intended to enable students to achieve the same learning objectives as their fellow students, not to facilitate the examination.

The use of compensatory tools and the application of dispensatory measures must be authorised in advance by the teacher in agreement with the Referee.

To take advantage of the adaptations during the examination, fill in the Adaptation request form; the request will be automatically sent by the system to the teacher in charge of the teaching, to the Contact Person of your School/Area/Department and in copy to the Sector; you will also receive a copy of the request sent by e-mail.

The adjustments available to students are as follows:

• Additional time (+30% DSA)

• Additional time (+50% disability/invalidity)

• Additional time during oral exams to organise the answer

• Calculator (programmable and graphing calculators are not allowed)

• Conceptual Maps

• Tables and/or Forms

• Take the exam in written form

• Take the exam in oral form

• Tutor reader (for written tests only)

• Tutor-writer (for written tests only)

Your request for adaptations must be submitted at least 7 working days before the scheduled exam date.

All information for students with disabilities and DSA is available on the webpage: Services for students with disabilities or DSA | UniGe | University of Genoa

Reference for inclusion: Sergio Di Domizio - sergio.didomizio@unige.it