68005 - Foundations of Mathematics and Mathematics Teaching

Learning outcomes

At the end of the course the student: - has a thorough and critical knowledge of the basic mathematical contents; - has achieved, in relation to mathematics, a willingness to flexibly integrate their previous and current knowledge; - knows how to control and frame the evolution of basic mathematical knowledge from an epistemological point of view; - is able to grasp and evaluate the elements of continuity / discontinuity characterizing the mathematical arguments addressed by seeking / recognizing, on the level of reasoning, correctness or fallacy; - will know the emerging themes of the current national and international debate on mathematics education and will be able to outline its recent historical genesis; - knows how to connect the mathematical knowledge acquired with the teaching contents of the discipline proposed in kindergarten and primary school in order to formulate hypotheses of educational interventions solidly grounded from a conceptual point of view; - is able to analyze and interpret some of the aspects of teaching in relation to the teaching / learning of mathematics by detecting problematic features; - knows how to propose, through a formally correct exposition, the mathematical contents addressed and  is able to formulate, at a first level, proposals for didactic transposition suitable for pupils of kindergarten or primary school; - knows how to communicate problems, ideas, issues concerning the teaching of mathematics within the peer group or to experts; - knows how to grasp the problems connected with teaching theory and practice in relation to simulated classroom situations, through 'case studies', or experienced through laboratory or internship activities.

Course contents

Mathematical knowledge for teaching; mathematical literacy; the image of mathematics; affective factors in the process of teaching/learning mathematics; didactical contract.

Mathematical laboratory; fields of experience; mistakes and errors in mathematics; mathematical discussion; the mathematics teachers as mediator; the role of artifacts.

The development of languages and semiotic registers of representations; the development of number sense and the four basic arithmetical operations.

Concept image and concept definition for geometrical shapes; visuo-spatial aspects of geometry learning.

Intuitive models in the case of operations and probability; early algebra as teaching approach to arithmetic.

Readings/Bibliography

In addition to slides and materials made available by the teacher, the following books are recommended:

• Sabena, Ferri, Martignone, Robotti, Insegnare e apprendere matematica nella scuola dell'infanzia e primaria, Mondadori Università 2019
• Baccaglini Frank, Di Martino, Natalini, Rosolini, Didattica della matematica, Mondadori Università 2018
  
• Zan, Difficoltà in matematica. Osservare, interpretare, intervenire, Springer Science & Business Media 2007

Teaching methods

Lectures; workshops; case studies in couples or small groups; collective discussion about problems

Assessment methods

Written test with open and multiple-choice questions

Teaching tools

Materials on Virtuale

Office hours

See the website of Andrea Maffia