Cristina COPPOLA | MATHEMATICS EDUCATION

cod. 0522200036

MATHEMATICS EDUCATION

	0522200036
	DEPARTMENT OF MATHEMATICS
	EQF7
	MATHEMATICS
	2024/2025

CURRICULUM APPLICATION-ORIENTED MATHEMATICS

	YEAR OF DIDACTIC SYSTEM 2018
	SPRING SEMESTER

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
	MAT/04	6	48	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS

EXAMS

Exam	Date	Session
DIDATTICA DELLA MATEMATICA	07/01/2025 - 10:00	SESSIONE DI RECUPERO
DIDATTICA DELLA MATEMATICA	27/01/2025 - 10:00	SESSIONE DI RECUPERO
DIDATTICA DELLA MATEMATICA	17/02/2025 - 10:00	SESSIONE DI RECUPERO

	Objectives
	THE COURSE AIMS TO PROVIDE KNOWLEDGE OF SOME OF THE MAIN THEORETICAL AND METHODOLOGICAL FRAMEWORKS IN THE FIELD OF MATHEMATICS EDUCATION, WITH THE AIM OF DEVELOPING CRITICAL REFLECTIONS ON THE MAIN EPISTEMOLOGICAL ISSUES IN MATHEMATICS TEACHING AND LEARNING. -KNOWLEDGE AND UNDERSTANDING. THE STUDENT WILL BECOME ACQUAINTED WITH SOME OF THE MAIN THEORETICAL AND METHODOLOGICAL FRAMEWORKS IN THE FIELD OF MATHEMATICS EDUCATION, FRAMED IN THE GENERAL LANDSCAPE OF NATIONAL AND INTERNATIONAL RESEARCH, AND WILL UNDERSTAND THE RELATIONSHIPS BETWEEN THEM AND HOW TO USE THEM FOR REFLECTION ON MATHEMATICS TEACHING AND LEARNING PROCESSES. -ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING. THE STUDENT WILL BE ABLE TO ELABORATE CRITICAL ANALYSES OF SOME TEACHING APPROACHES AND METHODOLOGIES DEVELOPED IN RESEARCH IN MATHEMATICS EDUCATION, EXAMINING THEM WITH REFERENCE TO THE SPECIFIC ROLE OF THE TEACHER, THE CONCEPTUAL, EPISTEMOLOGICAL, LINGUISTIC AND DIDACTIC NODES OF MATHEMATICS TEACHING AND LEARNING. -AUTONOMY OF JUDGEMENT. THIS COURSE IS INTENDED TO SUPPORT STUDENT AUTONOMY IN REFLECTION AND CRITICAL ANALYSIS ON THE ONE HAND IN RELATION TO THE DESIGN OF ACTIVITIES AND OF A MATHEMATICAL CURRICULUM COHERENT WITH THE GOALS SET BY THE NATIONAL INDICATIONS FOR THE FIRST CYCLE, THE NATIONAL INDICATIONS FOR THE LYCEUMS AND THE GUIDELINES FOR TECHNICAL AND PROFESSIONAL INSTITUTES ON THE OTHER HAND IN RELATION TO THE ABILITY TO OBSERVE A PROBLEM FROM SEVERAL POINTS OF VIEW, TO BE ABLE TO CHOOSE STRATEGIES, TO ARGUMENT AND TO EVALUATE OTHERS' POINTS OF VIEW. -COMMUNICATIVE SKILLS. THE COURSE AIMS TO STRENGTHEN LINGUISTIC AND COMMUNICATIVE COMPETENCIES, ALSO THROUGH METACOGNITIVE REFLECTIONS, USEFUL FOR BEING ABLE TO REPRESENT A PROBLEM, COMMUNICATE STRATEGIES, IDEAS, SOLUTIONS CONCERNING MATHEMATICS AND MATHEMATICS EDUCATION, AND TO CLEARLY AND RIGOROUSLY PRESENT THE ACQUIRED KNOWLEDGE. -LEARNING ABILITY. THROUGHOUT THE COURSE, EMPHASIS IS PLACED ON FOSTERING THE DEVELOPMENT OF A FLEXIBLE AND ANALYTICAL MINDSET THAT ENABLES STUDENTS TO AUTONOMOUSLY IDENTIFY WHAT KNOWLEDGE THEY NEED TO DEEPEN IN ORDER TO ANALYSE TEACHING PRACTICES FOR LEARNING MATHEMATICS AND, MORE GENERALLY, FOR DEALING WITH A PROBLEM BOTH IN THE MATHEMATICAL FIELD AND IN VARIOUS WORKING ENVIRONMENTS.

THE COURSE AIMS TO PROVIDE KNOWLEDGE OF SOME OF THE MAIN THEORETICAL AND METHODOLOGICAL FRAMEWORKS IN THE FIELD OF MATHEMATICS EDUCATION, WITH THE AIM OF DEVELOPING CRITICAL REFLECTIONS ON THE MAIN EPISTEMOLOGICAL ISSUES IN MATHEMATICS TEACHING AND LEARNING.
-KNOWLEDGE AND UNDERSTANDING.
THE STUDENT WILL BECOME ACQUAINTED WITH SOME OF THE MAIN THEORETICAL AND METHODOLOGICAL FRAMEWORKS IN THE FIELD OF MATHEMATICS EDUCATION, FRAMED IN THE GENERAL LANDSCAPE OF NATIONAL AND INTERNATIONAL RESEARCH, AND WILL UNDERSTAND THE RELATIONSHIPS BETWEEN THEM AND HOW TO USE THEM FOR REFLECTION ON MATHEMATICS TEACHING AND LEARNING PROCESSES.
-ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING.
THE STUDENT WILL BE ABLE TO ELABORATE CRITICAL ANALYSES OF SOME TEACHING APPROACHES AND METHODOLOGIES DEVELOPED IN RESEARCH IN MATHEMATICS EDUCATION, EXAMINING THEM WITH REFERENCE TO THE SPECIFIC ROLE OF THE TEACHER, THE CONCEPTUAL, EPISTEMOLOGICAL, LINGUISTIC AND DIDACTIC NODES OF MATHEMATICS TEACHING AND LEARNING.
-AUTONOMY OF JUDGEMENT.
THIS COURSE IS INTENDED TO SUPPORT STUDENT AUTONOMY IN REFLECTION AND CRITICAL ANALYSIS
ON THE ONE HAND IN RELATION TO THE DESIGN OF ACTIVITIES AND OF A MATHEMATICAL CURRICULUM COHERENT WITH THE GOALS SET BY THE NATIONAL INDICATIONS FOR THE FIRST CYCLE, THE NATIONAL INDICATIONS FOR THE LYCEUMS AND THE GUIDELINES FOR TECHNICAL AND PROFESSIONAL INSTITUTES
ON THE OTHER HAND IN RELATION TO THE ABILITY TO OBSERVE A PROBLEM FROM SEVERAL POINTS OF VIEW, TO BE ABLE TO CHOOSE STRATEGIES, TO ARGUMENT AND TO EVALUATE OTHERS' POINTS OF VIEW.
-COMMUNICATIVE SKILLS.
THE COURSE AIMS TO STRENGTHEN LINGUISTIC AND COMMUNICATIVE COMPETENCIES, ALSO THROUGH METACOGNITIVE REFLECTIONS, USEFUL FOR BEING ABLE TO REPRESENT A PROBLEM, COMMUNICATE STRATEGIES, IDEAS, SOLUTIONS CONCERNING MATHEMATICS AND MATHEMATICS EDUCATION, AND TO CLEARLY AND RIGOROUSLY PRESENT THE ACQUIRED KNOWLEDGE.
-LEARNING ABILITY.
THROUGHOUT THE COURSE, EMPHASIS IS PLACED ON FOSTERING THE DEVELOPMENT OF A FLEXIBLE AND ANALYTICAL MINDSET THAT ENABLES STUDENTS TO AUTONOMOUSLY IDENTIFY WHAT KNOWLEDGE THEY NEED TO DEEPEN IN ORDER TO ANALYSE TEACHING PRACTICES FOR LEARNING MATHEMATICS AND, MORE GENERALLY, FOR DEALING WITH A PROBLEM BOTH IN THE MATHEMATICAL FIELD AND IN VARIOUS WORKING ENVIRONMENTS.

	Prerequisites
	BASIC MATHEMATICAL KNOWLEDGE

	Contents
	INTRODUCTION TO MATHEMATICS EDUCATION, FUNDAMENTAL CONCEPTS AND RELATED ISSUES: WHAT IS MATHEMATICS EDUCATION, THE SENSE OF MATHEMATICS EDUCATION. JUSTIFICATION PROBLEM. FORMATIVE VALUE OF MATHEMATICS EDUCATION. GENERAL DIDACTICS AND DISCIPLINARY DIDACTICS. DIFFERENT WAYS OF LOOKING AT THE DIDACTICS OF MATHEMATICS, EVOLUTION OF RESEARCH. TYPE A MATHEMATICS DIDACTICS, LIMITS OF THIS TYPE OF DIDACTICS. TYPE B MATHEMATICS DIDACTICS, EPISTEMOLOGY OF LEARNING. TYPE C MATHEMATICS DIDACTICS. THE DIDACTIC SYSTEM (ACCORDING TO CHEVALLARD). DIDACTICS TRIANGLE. DIDACTIC TRANSPOSITION: KNOWLEDGE LEARNED, KNOWLEDGE TO BE TAUGHT, KNOWLEDGE TAUGHT. THE PROCESSES OF DEVOLUTION AND INSTITUTIONALISATION. THE NOOSPHERE. TETRAHEDRON OF DIDACTICS (10 HOURS) DIFFICULTIES IN MATHEMATICS, RELATED RESEARCH. NEW APPROACHES TO ERROR IN MATHEMATICS. ASSESSMENT IN MATHEMATICS, FORMATIVE AND SUMMATIVE ASSESSMENT. VIEW OF MATHEMATICS, THEORIES OF SUCCESS AND SENSE OF SELF-EFFICACY, EMOTIONS TOWARDS MATHEMATICS: THE THREE-DIMENSIONAL MODEL OF ATTITUDE TOWARDS MATHEMATICS. SPECIALISED KNOWLEDGE OF MATHEMATICS TEACHERS. CONSTRUCTS OF PEDAGOGICAL CONTENT KNOWLEDGE, MATHEMATICAL KNOWLEDGE FOR TEACHING AND INTERPRETATIVE KNOWLEDGE. TEACHING METHODOLOGIES. THE MATHEMATICS WORKSHOP. (12 HOURS) THEORIES OF LEARNING AND RELATED LEARNING MODELS. BEHAVIOURISM. EXPERIMENTS AND RESEARCH: WATSON, PAVLOV, THORNDIKE (LAWS OF LEARNING), SKINNER. THE INFLUENCE OF BEHAVIOURISM ON TEACHING. THE TRANSMISSIVE MODEL IN MATHEMATICS EDUCATION. CRITICISM OF THE TRANSMISSION MODEL OF TEACHING. OVERCOMING THE BEHAVIOURIST VIEW. COGNITIVISM: COMMONALITIES AND DIFFERENCES BETWEEN COGNITIVISM AND BEHAVIOURISM. RADICAL CONSTRUCTIVISM. PIAGET: THE PROCESSES OF ASSIMILATION AND ACCOMMODATION; THE FOUR BASIC STAGES OF THE INDIVIDUAL'S COGNITIVE DEVELOPMENT. SOCIAL CONSTRUCTIVISM. VYGOTSKY. THE IMPORTANCE OF CONTEXT. THE ROLE OF CULTURE AND LANGUAGE. THE ZONE OF PROXIMAL DEVELOPMENT. LEARNING AS A CONSTRUCTIVE ACTIVITY. RESEARCH ON THE IMPORTANCE OF CONTEXT: KAHNEMAN AND TVERSKY'S EXPERIMENT; MCCLOSKEY AND SCHOENFELD'S EXPERIMENT; WASON'S TEST IN VARIOUS FORMULATIONS. COLLABORATIVE LEARNING AND PEER TUTORING. COLLABORATIVE GROUPS AND THE ASSIGNMENT OF ROLES (12 HOURS) THE DIDACTIC CONTRACT. HISTORY OF THE NOTION OF DIDACTIC CONTRACT. THE RESEARCH "THE AGE OF THE CAPTAIN" AND THE ABSURD PROBLEMS. INTERPRETATIONS OF THE STUDENTS' ANSWERS AND POSSIBLE CAUSES. CLAUSES OF THE EDUCATIONAL CONTRACT. IMPLICATIONS FOR THE MATHEMATICS TEACHING-LEARNING PROCESS. JOURDAIN AND TOPAZE EFFECT (6 HOURS). IN-DEPTH STUDY: LANGUAGE IN MATHEMATICS; CONSTRUCTION OF MATHEMATICAL CONCEPTS; THINKING CLASSROOM METHODOLOGY; RESEARCH ON SPECIFIC MATHEMATICAL CONTENT (8 HOURS).

Contents

INTRODUCTION TO MATHEMATICS EDUCATION, FUNDAMENTAL CONCEPTS AND RELATED ISSUES: WHAT IS MATHEMATICS EDUCATION, THE SENSE OF MATHEMATICS EDUCATION. JUSTIFICATION PROBLEM. FORMATIVE VALUE OF MATHEMATICS EDUCATION. GENERAL DIDACTICS AND DISCIPLINARY DIDACTICS. DIFFERENT WAYS OF LOOKING AT THE DIDACTICS OF MATHEMATICS, EVOLUTION OF RESEARCH. TYPE A MATHEMATICS DIDACTICS, LIMITS OF THIS TYPE OF DIDACTICS. TYPE B MATHEMATICS DIDACTICS, EPISTEMOLOGY OF LEARNING. TYPE C MATHEMATICS DIDACTICS. THE DIDACTIC SYSTEM (ACCORDING TO CHEVALLARD). DIDACTICS TRIANGLE. DIDACTIC TRANSPOSITION: KNOWLEDGE LEARNED, KNOWLEDGE TO BE TAUGHT, KNOWLEDGE TAUGHT. THE PROCESSES OF DEVOLUTION AND INSTITUTIONALISATION. THE NOOSPHERE. TETRAHEDRON OF DIDACTICS (10 HOURS)
DIFFICULTIES IN MATHEMATICS, RELATED RESEARCH. NEW APPROACHES TO ERROR IN MATHEMATICS. ASSESSMENT IN MATHEMATICS, FORMATIVE AND SUMMATIVE ASSESSMENT. VIEW OF MATHEMATICS, THEORIES OF SUCCESS AND SENSE OF SELF-EFFICACY, EMOTIONS TOWARDS MATHEMATICS: THE THREE-DIMENSIONAL MODEL OF ATTITUDE TOWARDS MATHEMATICS. SPECIALISED KNOWLEDGE OF MATHEMATICS TEACHERS. CONSTRUCTS OF PEDAGOGICAL CONTENT KNOWLEDGE, MATHEMATICAL KNOWLEDGE FOR TEACHING AND INTERPRETATIVE KNOWLEDGE. TEACHING METHODOLOGIES. THE MATHEMATICS WORKSHOP. (12 HOURS)
THEORIES OF LEARNING AND RELATED LEARNING MODELS. BEHAVIOURISM. EXPERIMENTS AND RESEARCH: WATSON, PAVLOV, THORNDIKE (LAWS OF LEARNING), SKINNER. THE INFLUENCE OF BEHAVIOURISM ON TEACHING. THE TRANSMISSIVE MODEL IN MATHEMATICS EDUCATION. CRITICISM OF THE TRANSMISSION MODEL OF TEACHING. OVERCOMING THE BEHAVIOURIST VIEW.
COGNITIVISM: COMMONALITIES AND DIFFERENCES BETWEEN COGNITIVISM AND BEHAVIOURISM. RADICAL CONSTRUCTIVISM. PIAGET: THE PROCESSES OF ASSIMILATION AND ACCOMMODATION; THE FOUR BASIC STAGES OF THE INDIVIDUAL'S COGNITIVE DEVELOPMENT. SOCIAL CONSTRUCTIVISM. VYGOTSKY. THE IMPORTANCE OF CONTEXT. THE ROLE OF CULTURE AND LANGUAGE. THE ZONE OF PROXIMAL DEVELOPMENT. LEARNING AS A CONSTRUCTIVE ACTIVITY. RESEARCH ON THE IMPORTANCE OF CONTEXT: KAHNEMAN AND TVERSKY'S EXPERIMENT; MCCLOSKEY AND SCHOENFELD'S EXPERIMENT; WASON'S TEST IN VARIOUS FORMULATIONS. COLLABORATIVE LEARNING AND PEER TUTORING. COLLABORATIVE GROUPS AND THE ASSIGNMENT OF ROLES (12 HOURS)
THE DIDACTIC CONTRACT. HISTORY OF THE NOTION OF DIDACTIC CONTRACT. THE RESEARCH "THE AGE OF THE CAPTAIN" AND THE ABSURD PROBLEMS. INTERPRETATIONS OF THE STUDENTS' ANSWERS AND POSSIBLE CAUSES. CLAUSES OF THE EDUCATIONAL CONTRACT. IMPLICATIONS FOR THE MATHEMATICS TEACHING-LEARNING PROCESS. JOURDAIN AND TOPAZE EFFECT (6 HOURS).
IN-DEPTH STUDY: LANGUAGE IN MATHEMATICS; CONSTRUCTION OF MATHEMATICAL CONCEPTS; THINKING CLASSROOM METHODOLOGY; RESEARCH ON SPECIFIC MATHEMATICAL CONTENT (8 HOURS).

	Teaching Methods
	THE COURSE IS DIVIDED INTO 48 HOURS DIVIDED BETWEEN FRONTAL LESSONS WITH MULTIMEDIA SUPPORT (36 HOURS), SINGLE AND GROUP LABORATORY ACTIVITIES BOTH PRESENT AND DELIVERED IN BLENDED E-LEARNING MODE WITH RELATED GUIDED DISCUSSIONS, AND WORKSHOPS IN THE THINKING CLASSROOM MODE READING AND DISCUSSION OF ARTICLES IN SMALL GROUPS (12 HOURS). IN THE COURSE OF THE LESSONS, AN ATTEMPT IS MADE TO COLLECTIVELY CONSTRUCT THE DISCOURSE BY ALTERNATING EXPOSITIONS AND EXPLANATIONS BY THE TEACHER WITH MOMENTS OF DISCUSSION DURING WHICH THE STUDENTS WILL BE ACTIVELY INVOLVED IN ASKING QUESTIONS, PUTTING FORWARD IDEAS, PROBLEMATISING AND REFLECTING CRITICALLY. IN ADDITION, THE WORKSHOPS INVOLVE BOTH INDIVIDUAL AND COLLABORATIVE GROUP WORK, WITH MATERIAL AND SYMBOLIC ARTEFACTS, ON SPECIALLY PREPARED ACTIVITIES WITH THE AIM OF REFLECTING ON AND INTERNALISING THE TOPICS COVERED, ASKING THE STUDENTS TO TAKE ON THE DUAL ROLE OF STUDENT AND FUTURE TEACHER. ALL TOPICS ARE DEALT WITH BY ALTERNATING THE METHODOLOGIES DESCRIBED.

Teaching Methods

THE COURSE IS DIVIDED INTO 48 HOURS DIVIDED BETWEEN FRONTAL LESSONS WITH MULTIMEDIA SUPPORT (36 HOURS), SINGLE AND GROUP LABORATORY ACTIVITIES BOTH PRESENT AND DELIVERED IN BLENDED E-LEARNING MODE WITH RELATED GUIDED DISCUSSIONS, AND WORKSHOPS IN THE THINKING CLASSROOM MODE READING AND DISCUSSION OF ARTICLES IN SMALL GROUPS (12 HOURS).

IN THE COURSE OF THE LESSONS, AN ATTEMPT IS MADE TO COLLECTIVELY CONSTRUCT THE DISCOURSE BY ALTERNATING EXPOSITIONS AND EXPLANATIONS BY THE TEACHER WITH MOMENTS OF DISCUSSION DURING WHICH THE STUDENTS WILL BE ACTIVELY INVOLVED IN ASKING QUESTIONS, PUTTING FORWARD IDEAS, PROBLEMATISING AND REFLECTING CRITICALLY. IN ADDITION, THE WORKSHOPS INVOLVE BOTH INDIVIDUAL AND COLLABORATIVE GROUP WORK, WITH MATERIAL AND SYMBOLIC ARTEFACTS, ON SPECIALLY PREPARED ACTIVITIES WITH THE AIM OF REFLECTING ON AND INTERNALISING THE TOPICS COVERED, ASKING THE STUDENTS TO TAKE ON THE DUAL ROLE OF STUDENT AND FUTURE TEACHER. ALL TOPICS ARE DEALT WITH BY ALTERNATING THE METHODOLOGIES DESCRIBED.

	Verification of learning
	THE FINAL EXAMINATION IS AIMED TO ASSESS KNOWLEDGE AND UNDERSTANDING CAPABILITIES OF THE CONTENT PRESENTED DURING THE COURSE, AS WELL AS THE ACQUIRED COMPETENCES. IN LINE WITH MODERN TEACHING METHODS. THE ASSESSMENT WILL BE CARRIED OUT THROUGH A WRITTEN DOCUMENTATION ON THE COURSE CONTENTS AND ACTIVITIES (ALSO WITH A VIEW TO SELF-ASSESSMENT AND METACOGNITIVE REFLECTION) AND AN ORAL EXAMINATION, STRUCTURED IN A SEMINAR AND AND AN ORAL EXAM WHICH WILL ALSO INCLUDE THE DISCUSSION OF THE PLANNING OF AN EDUCATIONAL PATH. IN THE SEMINAR THE CAPABILITY OF EXAMINING IN DEPTH A TOPIC AND OF PRESENTING IT WILL BE EVALUATED. IN THE ORAL EXAM WILL BE ASSESSED THE KNOWLEDGE OF THE CONTENT OF THE SUBJECTS EXPOSED, THE ABILITY TO EXPOSE THEM CRITICALLY AND TO CONTEXTUALIZE THEM WITHIN THE FRAMEWORK OF MATHEMATICAL EDUCATION AND TO APPLY THEM CRITICALLY IN THE DESIGN OF EDUCATIONAL PATHS. IN BOTH THE MOMENTS THE ACQUIRED GENERAL CROSS COMPETENCIES WILL BE EVALUATED. THE FINAL EVALUATION WILL BE EXPRESSED IN THIRTIETHS. LODE MAY BE ATTRIBUTED TO STUDENTS SHOWING TO HAVE INTERIORIZED THE DISCUSSED THEORIES AND TO BE ABLE TO TO APPLY THE ACQUIRED KNOWLEDGE AND COMPETENCIES IN CONTEXT DIFFERENT FROM THOSE PROPOSED IN THE LESSONS.

Verification of learning

THE FINAL EXAMINATION IS AIMED TO ASSESS KNOWLEDGE AND UNDERSTANDING CAPABILITIES OF THE CONTENT PRESENTED DURING THE COURSE, AS WELL AS THE ACQUIRED COMPETENCES.
IN LINE WITH MODERN TEACHING METHODS. THE ASSESSMENT WILL BE CARRIED OUT THROUGH A WRITTEN DOCUMENTATION ON THE COURSE CONTENTS AND ACTIVITIES (ALSO WITH A VIEW TO SELF-ASSESSMENT AND METACOGNITIVE REFLECTION) AND AN ORAL EXAMINATION, STRUCTURED IN A SEMINAR AND AND AN ORAL EXAM WHICH WILL ALSO INCLUDE THE DISCUSSION OF THE PLANNING OF AN EDUCATIONAL PATH.
IN THE SEMINAR THE CAPABILITY OF EXAMINING IN DEPTH A TOPIC AND OF PRESENTING IT WILL BE EVALUATED. IN THE ORAL EXAM WILL BE ASSESSED THE KNOWLEDGE OF THE CONTENT OF THE SUBJECTS EXPOSED, THE ABILITY TO EXPOSE THEM CRITICALLY AND TO CONTEXTUALIZE THEM WITHIN THE FRAMEWORK OF MATHEMATICAL EDUCATION AND TO APPLY THEM CRITICALLY IN THE DESIGN OF EDUCATIONAL PATHS.
IN BOTH THE MOMENTS THE ACQUIRED GENERAL CROSS COMPETENCIES WILL BE EVALUATED.
THE FINAL EVALUATION WILL BE EXPRESSED IN THIRTIETHS. LODE MAY BE ATTRIBUTED TO STUDENTS SHOWING TO HAVE INTERIORIZED THE DISCUSSED THEORIES AND TO BE ABLE TO TO APPLY THE ACQUIRED KNOWLEDGE AND COMPETENCIES IN CONTEXT DIFFERENT FROM THOSE PROPOSED IN THE LESSONS.

	Texts
	ANNA BACCAGLINI FRANK, PIETRO DI MARTINO, ROBERTO NATALINI, GIUSEPPE ROSOLINI, 2017. DIDATTICA DELLA MATEMATICA. MONDADORI UNIVERSITÀ. RECOMMENDED TEXTS: ROSETTA ZAN, 2007. DIFFICOLTÀ IN MATEMATICA. OSSERVARE, INTERPRETARE, INTERVENIRE. SPRINGER PIER LUIGI FERRARI (2021). EDUCAZIONE MATEMATICA, LINGUA, LINGUAGGI. UTET UNIVERSITÀ. ROSETTA ZAN, ANNA BACCAGLINI-FRANK, 2017, AVERE SUCCESSO IN MATEMATICA. STRATEGIE PER L’INCLUSIONE E IL RECUPERO. UTET UNIVERSITÀ. PIER LUIGI FERRARI, 2021. EDUCAZIONE MATEMATICA, LINGUA, LINGUAGGI. COSTRUIRE, CONDIVIDERE E COMUNICARE MATEMATICA IN CLASSE. UTET.

Texts

ANNA BACCAGLINI FRANK, PIETRO DI MARTINO, ROBERTO NATALINI, GIUSEPPE ROSOLINI, 2017. DIDATTICA DELLA MATEMATICA. MONDADORI UNIVERSITÀ.
RECOMMENDED TEXTS:
ROSETTA ZAN, 2007. DIFFICOLTÀ IN MATEMATICA. OSSERVARE, INTERPRETARE, INTERVENIRE. SPRINGER

PIER LUIGI FERRARI (2021). EDUCAZIONE MATEMATICA, LINGUA, LINGUAGGI. UTET UNIVERSITÀ.

ROSETTA ZAN, ANNA BACCAGLINI-FRANK, 2017, AVERE SUCCESSO IN MATEMATICA. STRATEGIE PER L’INCLUSIONE E IL RECUPERO. UTET UNIVERSITÀ.

PIER LUIGI FERRARI, 2021. EDUCAZIONE MATEMATICA, LINGUA, LINGUAGGI. COSTRUIRE, CONDIVIDERE E COMUNICARE MATEMATICA IN CLASSE. UTET.

	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 (EMAIL: CCOPPOLA@UNISA.IT).

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Cristina COPPOLA | MATHEMATICS EDUCATION

MATHEMATICS EDUCATION

CURRICULUM APPLICATION-ORIENTED MATHEMATICS

TEACHING UNITS

PROFESSORS

EXAMS

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Cristina COPPOLA | MATHEMATICS EDUCATION