ID:
1000785_1
Duration (hours):
48
CFU:
8
SSD:
Probability and Mathematical Statistics
Located in:
REGGIO DI CALABRIA
Url:
PRIMARY EDUCATION SCIENCES/comune Year: 3
Year:
2025
Course Catalogue:
Overview
Date/time interval
Primo Ciclo Semestrale (01/10/2025 - 05/12/2025)
Syllabus
Course Objectives
At the end of the course, the student must possess the main results of international research in mathematics education; must be able to manage concrete classroom situations in the mathematics teaching-learning process in kindergarten and primary school; must be able to use, manage, competently criticize different software tools for teaching; must be able to apply this knowledge for the development of effective teaching materials to be tested in the classroom.
Dublin Descriptors:
- Knowledge and understanding;
- Applying knowledge and understanding;
- Making judgments;
- Communication skills;
- Learning skills.
Course Prerequisites
Elements of basic mathematics.
Teaching Methods
- Ex cathedra lectures.
- Guided exercises.
- Cooperative learning.
Assessment Methods
The test takes place with an oral interview on the topics covered in class
Texts
- Fandino Pinilla M.I., Sbaragli S, Matematica di base per insegnare nella scuola primaria, Pitagora Ed.
- D'Amore, B., & Sbaragli, S., Principi di base di Didattica della matematica, Pitagora Ed.
- R.Zan, I problemi in matematica- Difficoltà di comprensione e formulazione del testo. Barocci Faber Ed.
Recommended:
- Ana Millán Gasca 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna
- Giorgio Israel, Ana Millán Gasca 2012 Pensare in matematica, Zanichelli, Bologna
Contents
- What is mathematics education.
- Fundamental notions of mathematics education: from the concept of "ars" to that of teaching epistemology; comparison between different paradigms: analysis of the main passages and developments of the discipline. The educational triangle
- The concept of Didactic Contract: studies, reflections and examples. Centrality of the concept with respect to the educational event.
- Didactic transposition and didactic situation.
- Errors, misconceptions, representations and images: approach to error and its educational value.
- Didactics of mathematics and language: representation of one's own knowledge and language in the classroom.
- Evaluation and evaluation processes.
- Theories of learning/teaching in mathematics: the common sense model; macro theories of learning: behaviourism, cognitivism, constructivism; consequences of the various macro-theories on teaching models; personality theories: emotional intelligence, multiple intelligences, cooperative learning;
- Mathematical thinking, computational thinking and problem solving: mathematical competence and problem solving; problem definition; Gestalt studies on problem solving: perception as a structured whole, studies on visual perception, interest in productive thinking, chimpanzee studies, the definition of functional fixity, insight and productive/binding anxiety; from chimpanzee studies to defining the steps of solving a problem, how learning works; problem vs exercise; problem solving in the classroom; school problem vs real problem; the narrative dimension; the context-demand link; indications for the formulation of a problem; rethink the problem solving activity; why do problem solving; mathematical thinking and computational thinking; keywords of computational thinking; computational thinking in school; the imitation game;
- Numerical sets: set of natural numbers and its structure (additive and multiplicative structure); set of rational numbers and its structure. Operations. Representation of operations.
- Geometric thinking: Euclidean geometry: fundamental notions of Euclidean geometry, plane figures, geometric transformations. Solid geometry, construction of solids.
- Probability and modeling mathematics.
- Elements of Financial Education
More information
Evaluation Criteria
- Excellent (30–30 cum laude) will be awarded to an exam that demonstrates a complete, well-structured, and detailed knowledge of the proposed contents, full mastery of scientific language, and a mature ability to make connections with real situations and to perform critical analysis.
- Very good (28–29) will be awarded to an exam that demonstrates in-depth knowledge of the proposed contents, excellent command of scientific language, and a solid ability to make connections with real situations and to perform critical analysis.
- Good (25–27) will be awarded to an exam that demonstrates adequate knowledge of the proposed contents, good command of scientific language, and an adequate ability to make connections with real situations and to perform critical analysis.
- Fair (22–24) will be awarded to an exam that demonstrates a fair knowledge of the proposed contents, an acceptable command of scientific language, and the ability to make connections with real situations and to perform critical analysis.
- Satisfactory / Pass (18–21) will be awarded to an exam that demonstrates a superficial knowledge of the proposed contents, sufficient command of scientific language, and the ability to make connections with real situations and to perform critical analysis.
- Insufficient (fail) will be awarded to an exam that shows difficulty in navigating the course contents, the presence of gaps in training, inappropriate use of scientific language, or knowledge that is predominantly memorized rather than understood.
Degrees
Degrees
PRIMARY EDUCATION SCIENCES
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Main module
MATHEMATICS EDUCATION