DIDATTICA DELLA MATEMATICA

The course aims to provide those skills related to the role of mathematics’ teacher (for middle and high school) through theoretical framework in math education and concrete experience. In particular, the following objectives are pursued:

a. Knowledge and understanding: analyse the main problems of teaching/learning mathematics. Knowledge of some theoretical frameworks in math education

b. Applied knowledge and understanding: design effective educational paths for specific schools/classes and specific topics; Apply teaching methodologies in real or realistic class contexts.

c. Making judgments: analyse the designed actvities under the lens of the main theoretical research frameworks in mathematics’ education.

d. Communication skills: learn to communicate mathematical contents in a simple way, highlighting the mathematical meanings underneath the contents; knowing how to communicate with colleagues, in order to enhance teamwork skills.

e. Learning skills: ability to work both in groups and independently; enhance creative skills; learn how to design teaching activities by adapting the topic to the most appropriate teaching transposition, acquire professional skills related to the teaching role.

The first part of the course we will analyze the main issues in teaching/learning mathematics (if possible in real classrooms) and we will present the contents of some theoretical frameworks of mathematics education (Objective a.).

In the second part, appropriate teaching strategies will be chosen and teaching paths will be designed (Objectives a., b., d., and e.).

In the third part of the course, the designed paths will be applied (during the course or, if possible, in real classrooms) (Objectives b., c., and e.).

In the fourth part of the course, a method for analyzing mathematical activities will be presented, and the activities designed in the previous phase will be analyzed to evaluate their teaching effectiveness (Objective c.).

If logistically possible, a visit to a science museum will take place. (Objectives d. And e.)

Activities related to teacher training are foreseen within the course. (Objectives e.).

Information for students with disabilities and / or SLD

To guarantee equal opportunities and in compliance with the laws in
force, interested students can ask for a personal interview in order to
plan any compensatory and / or compensatory measures, based on the
didactic objectives and specific needs. It is also possible to contact
the referent teacher CInAP (Center for Active and Participated
Integration - Services for Disabilities and / or SLD) of our Department,
prof. Patrizia Daniele.

Knowledge of Italian language. The course is accessible only for Italian-speakers, because students are requested to design and experiment teaching/learning activities in italian real classes.

Deep knowledge of the mathematical topics of middle and secondary school.

Theoretical frameworks in math education research: Mathematics' Laboratory; Embodiment theory; Collaborative and cooperative learning; Vygotskij theory; Artifacts and instruments; TPACK; History of mathematics in math education; Critical mathematics education and Mathem-Ethics. Education for students with Special Educational Needs.

Analysis of problematic situations within the teaching of mathematics.

Planning of activities and didactic paths for schools also with the use of digital technologies.

Analysis of mathematics’ activities under the lens of research theories in mathematics education.

The main resource is attendance at the course, during which the didactic paths will be developed. If useful, research papers will be provided.

• Methodology of  mathematics' laboratory
• TPACK theoretical framework
• Cooperative learning models
• Vygotsky's theory
• Embodiment theory
• What teaching theories or methodologies have been applied in this instructional design?
• How can student learning be assessed?
• What improvements could be made to the proposed activity?