BERGAMO
Overview
Date/time interval
Syllabus
Course Objectives
At the end of the course, students will have acquired knowledge of the basic tools for teaching mathematics (e.g. natural numbers, fractions, measurement, etc.). The course also aims to provide students with the theoretical and methodological tools and the knowledge and skills necessary to design mathematics teaching programmes that are in line with the National Guidelines for the first cycle of education and with the results of recent research. In addition, students will work on interpreting student errors, including through the analysis of standardised test results, in order to better understand the objectives of mathematics teaching. The laboratory hours attached to the course will allow for further in-depth study of mathematics teaching in nursery and primary schools.
Course Prerequisites
Fundamentals of mathematics dealt with in the first and second year courses.
Teaching Methods
The course will feature:
- Lectures and discussions
- Practical exercises
- Group work based on the analysis of student protocols and textbooks;
- Group work based on the analysis of teaching activities related to specific content;
- Individual work on regulatory documents (National Guidelines), online materials, textbooks, etc.
The associated laboratory hours will mainly take place during the last lessons of the course, for a total of 10 hours.
Assessment Methods
Written exam aimed at assessing:
- Skills and knowledge related to theories characterising research in mathematics education.
- Skills in interpreting students' difficulties with specific mathematical content, including through the analysis of protocols.
- During the written exam, students will also be asked to propose teaching strategies and ad hoc activities to overcome the difficulties encountered.
The written exam lasts a total of 1 hour and includes:
- 15 multiple-choice questions on the main contents of the course
- 2 open-ended questions aimed at investigating critical and reflective analysis skills related to the teaching aspects covered in the course, also in light of internship experiences
The multiple-choice questions will be assessed as follows: 2 points for each correct answer, 0 points for each missing or incorrect answer. The multiple-choice part of the exam is considered sufficient with a score of at least 16 points out of a total of 30. If the minimum score is not achieved in this part of the exam, the exam result is insufficient.
Open-ended questions will be assessed after the previous part has been passed, and 30 points will be awarded for each question. Once the open-ended questions have been assessed, the overall score will be given by the arithmetic mean of the 3 assessments (30 points for multiple-choice questions, 30 points for each of the two open-ended questions). A pass mark will be achieved with a score greater than or equal to 18/30. Honours will be awarded, at the discretion of the lecturer, as an additional point for those who demonstrate excellent skills in the open-ended questions.
Contents
The course will deal with some of the most important theoretical frameworks related to research in mathematics education. These will be applied to activities related to specific content also covered in first- and second-year mathematics courses. The main focus will be on:
- Semiotic Mediation
- Didactic Transposition
- Cultural Transposition
- The Didactic Contract
- Ethics and Mathematics Education
- Intuitive Models and Misconceptions
- Setting and Solving Problems
- The Role of Language in Teaching/Learning Mathematics
- The Laboratory as a Didactic Methodology for Teaching Mathematics
The theoretical frameworks will be continuously accompanied by didactic and analytical elements with particular reference to some key ideas in mathematics for pre-primary, primary and, prospectively, lower secondary schools:
- Numbers and various numerical sets (N, Q, Z)
- Counting
- Algorithms
- Measurement
- Problems
- Probability and statistics
Activities and courses relating to specific mathematical content will therefore be proposed in order to analyse the main difficulties encountered by pupils in pre-primary and primary schools, as identified in major research in mathematics teaching. The analysis of the PerContare guides with related protocols and explanatory videos will allow students to analyse and interpret the answers and difficulties of pupils in specific questions and to see a direct application of what they have studied in the first part of the course in school contexts. In discussing these topics and analysing teaching activities, constant attention will be paid to children with Special Needs. Specific ministerial regulations for students with Special Needs will therefore be discussed and debated. In this perspective, students will be guided and supported in adapting the planned activities to take an inclusive “low floor, high ceiling” approach.
Online Resources
More information
The contents are the same for both attending and non-attending students. All materials included in the course moodle page are subject to study and examination in addition to the indicated reference text.