- Docente: Federica Ferretti
- Credits: 9
- SSD: MAT/04
- Language: Italian
- Moduli: Federica Ferretti (Modulo 1) Andrea Maffia (Modulo 2)
- Teaching Mode: In-person learning (entirely or partially) (Modulo 1); In-person learning (entirely or partially) (Modulo 2)
- Campus: Bologna
- Corso: Single cycle degree programme (LMCU) in Primary teacher education (cod. 8540)
Learning outcomes
At the end of classes, the student:
- possesses a deep knowledge of basic mathematical contents; - is prone to integrate her previous and new knowledge in a flexible way; - is able to frame the development of basic mathematical knowledge from an epistemological point of view; - can evaluate mathematical argumentation; - knows the modern debate on mathematics education in the national and international context and she can delineate its historical genesis; - is able to link her mathematical knowledge to the objects and aims of mathematical teaching in kindergarten and primary school and so she is able to conjecture formative interventions according to her conceptual knowledge; is able to analyse and interpret several aspects of didactical activities and to criticize them; - can expose mathematical contents correctly and she is able to realize basic transposition of them at kindergarten and primary level; - can communicate with peers and experts about the issues, ideas, themes of mathematics education; - understand the link between theory and practice through simulations, case studies, internship and lab activities.
Course contents
Mathematics foundations and elementary mathematics from an higher view point. National curricula and frameworks of main standard evaluations at national and international levels. Basic elements of mathematics education: Theory of Didactical Situations by Guy Brousseau and didactical contract. Didactic triangle. Models, images and misconceptions. Differences between exercises and problems. Zone of proximal development by Vygotskij as applied in the context of mathematics education. Management of semiotic resources. Elements of semiotic mediation. Mathematical discussion. Difference between procedural and relational thinking.
The lab session makes use of ad hoc materials and personal work is required. Each laboratory session consists in videoanalysis of classroom situation of Primary School and Kindergarten by using theoretical tools discussed during the course.
Readings/Bibliography
Bruno D'Amore, Elementi di Didattica della Matematica, Pitagora ed.
Giorgio Bolondi e Martha Fandino Pinilla, Metodi e strumenti per la didattica della Matematica, Edises ed.
Teaching methods
Frontal classes and lab sessions. Group work on case studies or on the analysis of emerging fenomena by standard evaluation.
The course is integrated with a laboratory session at “Opificio Golinelli” during may 2018. Each laboratory session lasts 8 hours.
Assessment methods
The assessment of acquired knowledge is base on a written exam. The test concists of open-and and multiple choice questions
Teaching tools
All slides and other materials are uploaded on the platform AlmaDL.
Office hours
See the website of Federica Ferretti
See the website of Andrea Maffia