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BASIC MATHEMATICS AND MATHEMATICS EDUCATION

Cristina COPPOLA BASIC MATHEMATICS AND MATHEMATICS EDUCATION

4461000050
DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
EQF7
PRIMARY TEACHER EDUCATION
2023/2024

OBBLIGATORIO
YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2016
FULL ACADEMIC YEAR
CFUHOURSACTIVITY
1MATEMATICA DI BASE
636LESSONS
2DIDATTICA DELLA MATEMATICA
636LESSONS
GEMMA CAROTENUTO1 T Curriculum
CRISTINA COPPOLA2 Curriculum
Objectives
The course, divided into two modules, aims to provide participants with the disciplinary skills and teaching tools necessary to design and manage a significant mathematical teaching, both in kindergarten and primary school. In accordance with national and international guidelines, the course aims to develop - by example - a vision of mathematics and its teaching characterized by the cognitive processes of problem solving, communication and argumentation, generalization, visualization and classification.

KNOWLEDGE AND UNDERSTANDING:
In line with the objectives of the course, both modules aim to:
- develop knowledge and skills in the different areas of Basic Mathematics (numbers, space and figures, relationships and functions, data and forecasts), by assuming an higher point of view;
- develop knowledge and comprehension skills in the main research areas of MATHEMATICS Education (PROBLEM SOLVING, difficulties in Mathematics teaching-learning, use of ARTIFACTS IN LABORATORY ACTIVITIES, involvement of the body, semiotic representations, etc.).

APPLYING KNOWLEDGE AND UNDERSTANDING:
In line with the objectives of the course, both modules aim to provide disciplinary resources and teaching tools useful for planning and managing effective and meaningful mathematical activities, and for understanding and facing the main problems of Mathematics teaching and learning.


Prerequisites
None
Contents
What is mathematics education? The educational system. Influence of the vision of mathematics on educational choices. National Normative references for the first cycle of education.
Inclusion at school: educational strategies. Attitude towards mathematics: view of mathematics, perceived competence, emotions towards mathematics. Mathematics Laboratory as a methodology. Multimodality.
Semiotic mediation theory, didactic cycle and mathematical discussion.
The didactic contract.
Problem solving research. Word problems: obstacles to understanding the text. Narrative problems.
Sets: representations and operations between sets.
Relations of proportionality.
Solids. Passages from the plane to the space and vice versa. Königsberg Seven Bridges problem. Sensous cognition and lines. Angles. Polygons. Measurement and surface measurement of surfaces. Space and figures: epistemological and didactic aspects.
The number. The additive structure. Figural equation and Chinese problems with variation. The multiplicative structure. Holistic approach to arithmetic structures and early algebraic thinking.
Writing the number. The set of rational numbers and other numeric sets. Problems with fractions and Singapore bar model. Cultural transposition.
Teaching Methods
Laboratory individual and group activities, both in presence and in blended e-learning modalities, mathematical discussion, interactive lectures by the use of multimedia tools, reading and discussion about research issues, eventually in flipped classroom modality.

Verification of learning
LA VERIFICA E LA VALUTAZIONE DELL'APPRENDIMENTO AVVERRANNO TRAMITE UNA PROVA SCRITTA E UN COLLOQUIO ORALE non obbligatorio.
Il superamento della prova scritta è condizione necessaria per la partecipazione al colloquio orale. Lo studente può scegliere di non sostenere il colloquio orale, accettando il voto della prova scritta.
Entrambe le prove mirano a valutare: LA CONOSCENZA DEI CONTENUTI e lo sviluppo di abilità negli ambiti MATEMATICi esplorati al corso; la conoscenza delle teorie didattiche affrontate durante il corso; LA CAPACITÀ DI ESPORLE IN MANIERA chiara, di condurvi una riflessione CRITICA E DI CONTESTUALIZZARLE NELL'AMBITO DELLa pratica.
Texts
1. Insegnare e apprendere matematica nella scuola dell'infanzia e primaria
Autrici: Cristina Sabena, Franca Ferri, Francesca Martignone
Editore: Mondadori Università

2. Matematica di base. Per insegnare nella scuola primaria
Autrici: Martha Isabel Fandino Pinilla, Silvia Sbaragli
Editore: Pitagora Editrice Bologna

3. I problemi di matematica.
Difficoltà di comprensione e formulazione del testo
Autrice: Rosetta Zan
Editore: Carocci Faber

Test consigliati:

Problemi al centro. Matematica senza paura
Autori: Rosetta Zan, Pietro Di Martino
Editore: Giunti Scuola

Problemi per crescere. Matematica senza paura
Autori: Rosetta Zan, Pietro Di Martino (a cura di)
Editore: Giunti Scuola
More Information
The University’s Moodle platform will be used for the course material and for carrying out the proposed activities. FOR FURTHER INFORMATION, PLEASE CONTACT THE TEACHER.
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