MATHEMATICS EDUCATION
Academic year and teacher
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- Versione italiana
- Academic year
- 2022/2023
- Teacher
- FEDERICA FERRETTI
- Credits
- 6
- Didactic period
- Primo Semestre
- SSD
- MAT/04
Training objectives
- - To know some of the main constructs of Mathematics Education
- To develop the knowledge and skills necessary to be able to recognise and interpret errors and difficulties that stand in the way of learning mathematics in lower and upper secondary schools.
- To develop the knowledge and skills necessary to design teaching activities in mathematics in line with the Ministerial Guidelines and the notions learnt in Mathematics Education
- To know effective mathematics teaching strategies and methodologies
- To develop the knowledge and skills necessary to deal with mathematics teaching situations in lower and upper secondary schools. Prerequisites
- Preferably have taken courses in:
- Elementary Mathematics from a Higher Perspective
- History of Mathematics
- Complementary Mathematics. Course programme
- - Introduction to Mathematics education, Didactics A - Ars Docendi, Didactics B - epistemology of learning mathematics and Didactics C - epistemology of the mathematics teacher - 4 hours
- Guy Brousseau's theory of didactic situations, didactic situations and a-didactic situations - 4 hours
- Yves Chevallard's theory of didactic transposition, didactic engineering and the knowledge needed to teach mathematics - 4 hours
- Guy Brousseau's didactic contract, effects and clauses of the didactic contract. Devolution - 8 hours
- Misconceptions in mathematics, unavoidable misconceptions and avoidable misconceptions in different areas of mathematics - 6 hours
- The management of semiotic representations in mathematics. Duval's theory, the management of the transformation of conversion transformations - 6 hours
- Problem solving in mathematics, Vygotsky's theory of cognitive development zones. Alan Schoenfeld's problem solving stages and the cycle of mathematical modelling, Recalls to the mathematics framework of the international OECD-PISA surveys - 6 hours
- The difference between exercise and problem in secondary school - 4 hours
The contents will be addressed from a theoretical and practical point of view. Examples of teaching situations and productions of secondary school students will be shown and analysed. With reference to the contents dealt with, the following will be analysed:
- the texts and results of national and international standardised assessments
- the most popular school books in Italian schools
- the Ministerial National Indications and Guidelines. Didactic methods
- - Lectures
- Laboratory lessons
- Working group
- Collective and small group discussions Learning assessment procedures
- - Evaluation in itinere
- Final written exam Reference texts
- - Teacher's handouts
- Research and dissemination papers in national and international mathematics education journals provided by the teacher
For in-depth studies:
- A. Baccaglini Frank, P. Di Martino, R. Natalini, G. Rosolini, Didattica della Matematica, Mondadori Università, Milano, 2018.
- B. D'Amore, Elementi di didattica della matematica, Pitagora, Bologna, 1999
