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

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 is a learning environment where "learning by doing" takes place, where knowledge is generated through discussion, and the negotiation of strategies and solutions within work groups. Therefore, teaching and learning processes are not initiated by rules and definitions, nor is there the intention to memorize them. Rather, the intent of laboratory work is to build meaningful, stable yet flexible knowledge, which can be modified as a given concept develops and matures.

This laboratory adopts precisely this methodological and educational approach.. The underlying theme of the various activities will be the development of children's numerical skills, from the conceptualization of numbers to the development of relational thinking and operational mastery. A natural fit for these proposals will be non-standard problems (suitable for preschool and elementary school) to be solved and/or reinvented, as well as strategy games and illustrated books, which in the workshop become privileged mediators for creating and sustaining motivation to learn and to design teaching situations with peers for preschool and elementary school children. The problem-solving protocols of primary school children will then serve as a stimulus for refining the ability to interpret strategies and, where applicable, children's mistakes. The results of the INVALSI tests can help in understanding the reasoning processes and interpreting the choices and errors made by the children, thereby enabling teachers to devise practical adjustments to their own instructional methods—approaches that view 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