Given the importance of mathematics’ teaching and learning process as well as the difficulties that often characterize in that subject the student’s cognitive path, the course wants to train the future teacher to have a good knowledge of “mathematics’ difficulties”. It will allow the future teacher to get the initial provisional tools in order to identify child’s difficulties and plan possible teaching interventions.

Some teaching and epistemological concepts will deal with concerning kindergarten and primary school subject content, especially “numbers”, “space” and “how to solve mathematical problems”.

Mathematics difficulties will be presented through some specific examples, in order to understand the conducts that led to the child’s error. In this context, we will analyze some of the issues that characterize the mathematics education with particular reference to: misconceptions and primitive models; didactic contract; metacognition; beliefs on mathematics and on himself; emotions and mathematics; the attitude towards mathematics; resolution activities of mathematical problems; problem solving as a teaching strategy for overcoming and preventing difficulties; resolution activities of mathematical problems in primary school; the standard school problem stereotypes; the concrete / abstract comparison; the "good" problems and the level of their formulation; recovery strategies.

None

The student knows the main contributions of research in Mathematics education associated with some of its basic issues (problem solving, difficulty in mathematics, mathematics and language, emotions and mathematics, ...) and several research contributions in the "neighboring" disciplines (psychology, sociology, cultural anthropology, neuroscience, ...) which directly investigated teaching and learning mathematics’ problems.

The student knows how to make use of the knowledge gained to propose educational intervention or to process, in the light of the results of research, working hypotheses and / or investigation / research in classroom situations. 

The student can make use of the instruments for observation of teaching activities, proposing possible interpretations of any difficulties and formulating compensatory action plans aimed at overcoming critical areas in teaching and learning mathematics.

The student proposes relevant reflections in the activities observed / carried out by placing them in relation to him training, making use of a specific professional language proper to mathematics education and "neighboring" disciplines.

The student is able to manage bibliographic, technical and computer tools critically.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures, group works, practice exercises.

Attendance

No.

Course books

 Rosetta Zan,  Difficoltà in matematica.  Osservare, interpretare, intervenire, Springer, Milano, 2007 (pagg. 306)

 B. D'Amore, M.I. Fandiño Pinilla, G. Gabellini, I. Marazzani, F. Masi, S. Sbaragli, Infanzia e matematica. Didattica della matematica nella scuola dell'infanzia, Pitagora, Bologna, 2004. Da pag. 1 a pag. 125 e da pag. 163 a pag. 195 ( pag. 158)

G. Gabellini, F. Masi, Problemi, Carocci, Roma, 2005. (pagg. 122). (Alternatively: M. Viale. I fondamenti linguistici delle discipline scientifiche. L'italiano per la matematica e le scienze a scuola. Padova: CLUEP 2019                                                                                                               

Texts suggested for further studies (they will be agreed with the lecturer during the period of lectures). These books are also suitable for those students who want to present a dissertation about Mathematics education.

A. Baccaglini Frank et alii. Didattica della matematica. Milano: Mondadori. 2018.

A. Biancardi, A. Ara. La matematica con le app. Roma: Carocci 2018

B. D'Amore. Il problema di matematica nella pratica didattica. Modena: Digital Docet. 2014.

G. Lakoff e R.E. Nuñez. Da dove viene la matematica. Come la mente embodied dà origine alla matematica. Torino: Bollati Boringhieri. 2005  

F. Paoli Didattica della matematica: dai tre agli undici anni. Roma: Carocci 2014 

C. Sabena et alii. Insegnare e apprendere la matematica nella scuola dell'infanzia e primaria. Milano: Mondadori 2019

D. Tall. Imparare a pensare matematicamente. Esplorando i tre mondi della matematica. Roma: Editori Riuniti. 2016.

R. Zan. I problemi di matematica. Difficoltà di comprensione e formulazione del testo. Roma: Carocci. 2016.

Assessment

Written test. It will be, if needed, integrated with a brief interview.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Attendance

None.

Course books

The same books given for attending students.

Assessment

Written test. It will be, if needed, integrated with a brief interview.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.