Academic Year 2023/2024 - Teacher: DANIELA FERRARELLO

Expected Learning Outcomes

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

a. Knowledge and understanding: analyse the main problems of teaching/learning mathematics in real contexts.

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

c. Making judgments: analyse the carried out experimentations 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.

Course Structure

The course is divided into three parts:

In the first part of the course (about 18 hours) the main problems inherent to the topics chosen for the classroom experiments will be analysed. Students will choose appropriate didactic strategies and will design didactic paths suitable for the classes chosen to experiment (Objectives a., b. , d. and e.).

In the second part of the course (about 15 hours) the designed paths will be applied in the classes. The experiments will be video-recorded. (Objectives b., c. and e.).

In the third part of the course (about 15 hours) the videos recorded in the experimentation phase will be analysed 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 SLDTo guarantee equal opportunities and in compliance with the laws inforce, interested students can ask for a personal interview in order toplan any compensatory and / or compensatory measures, based on thedidactic objectives and specific needs. It is also possible to contactthe referent teacher CInAP (Center for Active and ParticipatedIntegration - Services for Disabilities and / or SLD) of our Department,prof. Filippo Stanco.

Required Prerequisites

Knowledge of the main issues about teaching/learning mathematics and of the main mathematics teaching theories and methodologies (TPACK, Instrumental Genesis, Semiotic Mediation, Use of the History of Mathematics in Mathematics Education, Collaborative and Cooperative Learning, Mathematics Laboratory, etc ...).

If students do not have some of these prerequisites, useful concepts can be recalled during the course.

Attendance of Lessons

Class attendance is essential for an optimal use of the course, because students will work with the teacher and their colleagues, to acquire the desired skills (Objectives d. and e.).

Detailed Course Content

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 students in mathematics’ activity under the lens of research theories in mathematics education.

Textbook Information

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

Course Planning

 SubjectsText References
1Analisi di situazioni problematiche nell'apprendimento della matematica
2Progettazione di percorsi didattici
3Sperimentazione dei percorsi didattici progettati
4Analisi delle sperimentazioni effettuate

Learning Assessment

Examples of frequently asked questions and / or exercises

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?