Cristina COPPOLA | BASIC MATHEMATICS AND MATHEMATICS EDUCATION

cod. 4461000050

BASIC MATHEMATICS AND MATHEMATICS EDUCATION

	4461000050
	DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
	EQF7
	PRIMARY TEACHER EDUCATION
	2024/2025

PERCORSO SHARED STUDY PATHWAY

	OBBLIGATORIO
	YEAR OF COURSE 2
	YEAR OF DIDACTIC SYSTEM 2016
	FULL ACADEMIC YEAR

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
1	MATEMATICA DI BASE
	MAT/04	6	36	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS
2	DIDATTICA DELLA MATEMATICA
	MAT/04	6	36	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS

PROFESSORS

	GEMMA CAROTENUTO1 T Curriculum
	CRISTINA COPPOLA2 Curriculum

	Objectives
	TO ACQUIRE BASIC MATHEMATICAL KNOWLEDGE AND SPECIALIST KNOWLEDGE FOR TEACHING IN PRE-SCHOOL AND PRIMARY SCHOOLS EXPECTED LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING - BASIC KNOWLEDGE OF ARITHMETIC, LOGIC, MATHEMATICS AND PROBABILITY THEORY - KNOWLEDGE OF THE MAIN RESEARCH IN MATHEMATICS DIDACTICS AND OF THE VARIOUS TEACHING METHODOLOGIES IN THIS FIELD, IN PARTICULAR THOSE LINKED TO THE USE OF ARTEFACTS IN LABORATORY ACTIVITIES ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING - ABILITY TO APPLY THE KNOWLEDGE ACQUIRED IN THE DEVELOPMENT AND SOLVING OF SIMPLE PROBLEMS OF RELEVANCE TO THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOL AND, STARTING FROM AN UNDERSTANDING OF THE RESULTS OF RESEARCH IN THE DIDACTICS OF MATHEMATICS AND MAKING USE OF THE LABORATORY EXPERIENCES IMPLEMENTED DURING THE TRAINING ACTIVITY, TO BE ABLE TO USE THE KNOWLEDGE ACQUIRED IN A CRITICAL MANNER IN THEIR OWN FUTURE TEACHING CONTEXT.

TO ACQUIRE BASIC MATHEMATICAL KNOWLEDGE AND SPECIALIST KNOWLEDGE FOR TEACHING IN PRE-SCHOOL AND PRIMARY SCHOOLS
EXPECTED LEARNING OUTCOMES
KNOWLEDGE AND UNDERSTANDING
- BASIC KNOWLEDGE OF ARITHMETIC, LOGIC, MATHEMATICS AND PROBABILITY THEORY
- KNOWLEDGE OF THE MAIN RESEARCH IN MATHEMATICS DIDACTICS AND OF THE VARIOUS TEACHING METHODOLOGIES IN THIS FIELD, IN PARTICULAR THOSE LINKED TO THE USE OF ARTEFACTS IN LABORATORY ACTIVITIES
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
- ABILITY TO APPLY THE KNOWLEDGE ACQUIRED IN THE DEVELOPMENT AND SOLVING OF SIMPLE PROBLEMS OF RELEVANCE TO THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOL AND, STARTING FROM AN UNDERSTANDING OF THE RESULTS OF RESEARCH IN THE DIDACTICS OF MATHEMATICS AND MAKING USE OF THE LABORATORY EXPERIENCES IMPLEMENTED DURING THE TRAINING ACTIVITY, TO BE ABLE TO USE THE KNOWLEDGE ACQUIRED IN A CRITICAL MANNER IN THEIR OWN FUTURE TEACHING CONTEXT.

	Prerequisites
	None

	Contents
	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. WHAT IS MATHEMATICS EDUCATION? THE EDUCATIONAL SYSTEM. INFLUENCE OF THE VISION OF MATHEMATICS ON EDUCATIONAL CHOICES. NORMATIVE REFERENCES, NATIONAL INDICATIONS FOR THE FIRST CYCLE OF EDUCATION. INCLUSION IN SCHOOL: EDUCATIONAL STRATEGIES. ATTITUDE TOWARDS MATHEMATICS: VISION OF MATHEMATICS, SENSE OF SELF-EFFICACY, EMOTIONS TOWARDS MATHEMATICS. THE 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. RELATIONSHIPS AND PROPERTIES.

Contents

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.

WHAT IS MATHEMATICS EDUCATION? THE EDUCATIONAL SYSTEM. INFLUENCE OF THE VISION OF MATHEMATICS ON EDUCATIONAL CHOICES. NORMATIVE REFERENCES, NATIONAL INDICATIONS FOR THE FIRST CYCLE OF EDUCATION.
INCLUSION IN SCHOOL: EDUCATIONAL STRATEGIES. ATTITUDE TOWARDS MATHEMATICS: VISION OF MATHEMATICS, SENSE OF SELF-EFFICACY, EMOTIONS TOWARDS MATHEMATICS. THE 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.
RELATIONSHIPS AND PROPERTIES.

	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
	THE ASSESSMENT AND EVALUATION OF LEARNING WILL TAKE PLACE BY MEANS OF A WRITTEN TEST. THE TEST AIMS AT ASSESSING: THE KNOWLEDGE OF THE CONTENTS AND THE DEVELOPMENT OF SKILLS IN THE MATHEMATICS AREAS EXPLORED IN THE COURSE; THE KNOWLEDGE OF THE TEACHING THEORIES ADDRESSED DURING THE COURSE; THE ABILITY TO PRESENT THEM CLEARLY, TO CONDUCT CRITICAL REFLECTION AND TO CONTEXTUALISE THEM IN THE CONTEXT OF THE PRACTICE.

Verification of learning

THE ASSESSMENT AND EVALUATION OF LEARNING WILL TAKE PLACE BY MEANS OF A WRITTEN TEST.
THE TEST AIMS AT ASSESSING: THE KNOWLEDGE OF THE CONTENTS AND THE DEVELOPMENT OF SKILLS IN THE MATHEMATICS AREAS EXPLORED IN THE COURSE; THE KNOWLEDGE OF THE TEACHING THEORIES ADDRESSED DURING THE COURSE; THE ABILITY TO PRESENT THEM CLEARLY, TO CONDUCT CRITICAL REFLECTION AND TO CONTEXTUALISE THEM IN THE CONTEXT OF THE PRACTICE.

	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 SUGGESTED TEXTS: 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

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

SUGGESTED TEXTS:

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 E-LEARNING PLATFORM WILL BE USED FOR THE COURSE MATERIAL AND FOR CARRYING OUT THE PROPOSED ACTIVITIES. FOR FURTHER INFORMATION, PLEASE CONTACT THE TEACHER.

Lessons Timetable

BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2024-11-29]

Cristina COPPOLA | BASIC MATHEMATICS AND MATHEMATICS EDUCATION