93579 - Workshop on Numbers and Relationship. Reflections and Analysis of Teaching Activities (G.H)

Learning outcomes

At the end of the laboratory, the students: - know how to apply what was covered in the integrated course within a simulated learning environment; - know how to reflect critically with peers on the proposed topics.

Course contents

In mathematics, the laboratory serves as a learning environment based on "learning by doing", where knowledge emerges through discussion and the negotiation of strategies and solutions within working groups. Consequently, teaching and learning processes here do not begin with—nor do they aim to memorize—rules and definitions. Instead, the goal of laboratory-based activity is to construct meaningful knowledge that is both stable and flexible, capable of evolving as a specific concept develops and matures.

This laboratory adopts precisely this methodological and educational approach. The common thread running through the various activities will be the development of children's numerical competence, ranging from the conceptualization of numbers to the development of relational thinking and operational mastery. Key vehicles for these activities will include non-standard problems (suitable for preschool and primary school) to be solved and/or reinvented, as well as strategy games and picture books; within the laboratory setting, these serve as privileged tools for fostering motivation to learn and for collaboratively designing educational activities for preschool and primary school children. Records of problems solved by children in the first cycle of education will provide a stimulus for honing the ability to interpret children's strategies and—where applicable—their errors. Furthermore, INVALSI test results can help in understanding the reasoning behind children's choices and errors, enabling educators to devise functional adjustments to their teaching practice—thereby embracing errors as valuable opportunities for reflection and professional growth.

Readings/Bibliography

Recommended:

• Castellini, Giberti, Lemmo, Maffia (2023). Attivazione: Laboratori di matematica per la scuola del primo ciclo. Limena (PD) Libreria Universitaria 2023
• Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo d'istruzione (D.M. del 16 novembre 2012, n. 254)
• Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo di istruzione (D.M. del 9 dicembre 2025, n. 221)
• GestInv 3.0 - Interactive Archive of INVALSI Tests: https://www.gestinv.it/Index.aspx
• Some illustrated books.

Teaching methods

• Participatory conversation.

• Cooperative approaches.

• Laboratory methodology.

Assessment methods

The final assessment will take into account active participation during in-person sessions and the completion of a final project.

This project, which must be completed individually and demonstrate linguistic and formal correctness, will be evaluated based on criteria such as:

•⁠ Punctuality of submission

•⁠ Completeness of the project

•⁠ Coherence among the elements underlying the choices made

•⁠ Inclusion of relevant references to the 2012 National Guidelines and/or the 2025 National Guidelines

The use of artificial intelligence is strictly prohibited both during the in-person workshop and in the preparation of the individual project; the use of such tools constitutes a violation of academic integrity.

Knowledge of basic mathematics is an important prerequisite for active and informed participation in the workshop.

A positive final assessment contributes to the grade for the “Foundations of Mathematics and Mathematics Education” course exam, adding a value of -1, 0, or +1. A negative assessment, however, requires the workshop to be repeated in its entirety.

Teaching tools

• If necessary, the Virtual platform relating to the course will be used.

• Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Maita Bonazzi