- Docente: Carla Provitera
- Credits: 1
- SSD: MATH-01/B
- Language: Italian
- Teaching Mode: In-person learning (entirely or partially)
- Campus: Bologna
- Corso: Single cycle degree programme (LMCU) in Primary Teacher Education (cod. 5711)
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from Sep 16, 2026 to Sep 23, 2026
Learning outcomes
At the end of the laboratory, the student: - knows how to apply what was covered in the integrated course within a simulated learning environment; - knows how to reflect critically in a group on the proposed topics.
Course contents
Numerous research studies in mathematics education identify the laboratory as the most significant setting for building lasting, solid knowledge. As Bolondi (2019) writes, "mathematics is not learned through contemplation." Mathematics is experienced and explored. During the laboratory, classroom situations will be implemented for preschool and primary school, anchored to the objectives of the field of experience. Knowledge of the world, with particular emphasis on experiences with geometric figures and the nucleus, will be addressed for primary school students. These situations will provide an opportunity for experimentation and reflection on the strategies used and possible paths to pursue. Focus on the results of selected INVALSI tests will allow for reflection on errors and their impact on teaching practices. Picture books will be effective mediators for creating engaging contexts for children aged 3-6; activities involving decomposition and recomposition of figures and paper folding will foster a dynamic approach to geometry, especially for children aged 6-10.
Readings/Bibliography
-Gouthier D.,(2024) Matematica fuori dalle regole. Milano: Feltrinelli editore
-Castellini A., Giberti C., Maffia A. (2023). AttivAzione. Laboratori di matematica per la scuola del primo ciclo. Padova:libreriauniversitaria.it edizioni
-Maffia A., (2023) Il laboratorio di matematica come mezzo per creare un curricolo a spirale in “Quaderni di Ricerca in Didattica”, Numero speciale n. 11, 2023 G.R.I.M. (Dipartimento di Matematica e Informatica, University of Palermo, Italy)
-Sabena C., Martignone F. Robotti E., Ferri F. (2019) Insegnare e apprendere la matematica nella scuola dell'infanzia e primaria.Milano: Mondadori Università edizione
Bolondi G., (2006) Metodologia e didattica: il laboratorio in Rassegna, periodico quadrimestrale dell'Istituto pedagogico provinciale per il gruppo linguistico.
Teaching methods
The methodology used is the laboratory one through the activation of problems for both nursery school and primary school.
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 when preparing the individual project; the use of such tools constitutes a violation of academic integrity.
Conversely, a knowledge of basic mathematics is an important prerequisite for active and informed participation in the workshop.
The final assessment contributes to the evaluation of the fourth-year course exam with a value of:
- 1
0
+1
A negative assessment requires the workshop to be repeated in its entirety.
Teaching tools
Invalsi archive
Slides by the teacher
Office hours
See the website of Carla Provitera
SDGs
This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.