Learning objectives
Knowledge and study of the main current trends in Mathematics teaching.
To put future teachers in a position to analyse, before and after, the processes of transmission of the different contents of Mathematics and of the relative phenomena of learning and teaching.
Course unit content
Evolution of Mathematics teaching as a science
Teaching-learning models with particular reference to transmissive, behaviourist and socio-constructivist models.
Theory of situations (according to Brousseau). Didactic transposition: from “scholarly” knowledge to taught knowledge
The Conceptual Fields theory.
Student/teacher interaction: the learning contract.
Student/knowledge interaction: obstacles and errors
Special reference will be made to the difficulties connected with teaching algebraic concepts.
Cooperative learning. Rallye Mathématique Transalpin. The anthropological theory ofdidactics. Praxeologie.
Bibliography
G. Brousseau, Theorie des situations didactiques, La Pensee Sauvage, editions,Grenoble 1998
J. Brun, Didactique des mathematiques, Delachaux et Niestle, Lausanne. 1996
A. Pesci, I suggerimenti della ricerca in didattica della matematica per la pratica scolastica, appunti per il corso di didattica della matematica, la goliardica pavese, terza edizione, 2011
R.Zan, Difficoltà in matematica. Osservare, interpretare, intervenire, Springer Verlag, 2007
F.Arzarello, L.Bazzini, G.Chiappini, L'algebra come strumento di pensiero: analisi teorica e considerazioni didattiche, Progetto Strategico del CNR, Quaderno n. 6, 1994.
E.Fischbein, G.Vergnaud, edited by B.D’Amore, Matematica a scuola: teorie ed esperienze, Pitagora, Bologna, 1992.
B.D’Amore, Elementi di Didattica della Matematica, Pitagora, Bologna,1999.
L.Grugnetti, V.Villani, (eds.), La matematica dalla scuola materna alla maturita, Pitagora, Bologna, 1999.
International handbook of mathematics education, Kluwer Academic Publishers, 1996.
H. Freudenthal, Ripensando l?educazione matematica, (a cura di C.F.Manara), Editrice La scuola, Brescia, 1994.
Teaching methods
Classroom Lectures and interactive lessons. Analysis of particular teaching situations and activities.
Assessment methods and criteria
Oral exam and practical test.
Design and experimentation of a specific teaching intervention carried out.
