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).                                                                                                                

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.

G.T. Bagni , Rappresentare la matematica. Simboli, parole, artefatti, figure, Aracne, Roma, 2007.

M.G. Bartolini Bussi, Matematica. I numeri e lo spazio, Junior, Azzano San Paolo (Bg), 2008.  

C. Bonotto, Quotidianizzare la matematica, Pensa Multimedia, Lecce, 2007. 

B. D’Amore, Il problema di matematica nella pratica didattica, Digital Docet, Modena, 2014. 

M.I. Fandiño Pinilla, Molteplici aspetti dell'apprendimento della  matematica, Erickson, Gardolo (Tn), 2008. 

M. Ferrari, Insegnare la matematica nella scuola primaria. Una proposta suddivisa per anni. Aritmetica, Quaderno Didattico n. 21, Centro Ricerche Didattiche “U. Morin”, Paderno del Grappa, 2009. 

D. Lucangeli, I.C. Mammarella,  Psicologiqa della conoscenza numerica,  Angeli, Milano, 2010. 

G. Lucchini, Insuccessi in matematica, programmi di insegnamento,  formazione degli insegnanti, Aracne,   Roma, 2008. 

M.A. Mariotti, La geometria in classe. Riflessioni sull'insegnamento e apprendimento della geometria, Pitagora, Bologna, 2005. 

B. Martini, S. Sbaragli, Insegnare ed apprendere la matematica, Tecnodid, Napoli, 2005. 

F. Paoli, Didattica della matematica: dai tre agli 11 anni, Carocci, Roma, 2014. 

L. Radford, S. Demers, Comunicazione e apprendimento. Riferimenti concettuali e pratici per le ore di matematica, Pitagora, Bologna, 2006. 

Sfard, Psicologia del pensiero matematico, Erickson, Trento, 2008. 

R. Zan, Problemi e convinzioni, Pitagora, Bologna, 1998. 

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

Assessment

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

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Attendance

None.

Course books

The same books given for attending students.

Assessment

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

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.