Study-unit DIDACTICS OF MATHEMATICS
| Course name | Mathematics |
|---|---|
| Study-unit Code | 55013206 |
| Curriculum | Didattico-generale |
| Lecturer | Nicla Palladino |
| Lecturers |
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| Hours |
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| CFU | 6 |
| Course Regulation | Coorte 2022 |
| Supplied | 2022/23 |
| Supplied other course regulation | |
| Learning activities | Affine/integrativa |
| Area | Attività formative affini o integrative |
| Sector | MAT/04 |
| Type of study-unit | Opzionale (Optional) |
| Type of learning activities | Attività formativa monodisciplinare |
| Language of instruction | Italian |
| Contents | The results of the research are presented as well as the theoretical and practical results of research in mathematics education, with attention also to the role of tools and technologies in the teaching of the discipline. |
| Reference texts | Palladino, Palladino, Lombardi; Algoritmi elementari del calcolo aritmetico e algebrico. Tradizione e modernità. Bologna, Pitagora 2005. B. D’Amore: Elementi di didattica della Matematica. PITAGORA Editrice Bologna. |
| Educational objectives | Aim is to acquire critical knowledge on the teaching and learning processes of the discipline, of teaching methods and of the use of technologies for teaching and learning of. mathematics. Acquisition of ability to work in a group, to do problem solving activities. Use of dynamic geometry software and other educational applications. |
| Prerequisites | Basic knowledge of differential and integral calculus, algebra and geometry. |
| Teaching methods | Individual and group-work activities and exercises on mathematics problems; brain storming, problem solving, software. |
| Other information | See also: http://dipmat.math.unipa.it/~grim/matdit.htm https://rsddm.dm.unibo.it/ http://www.syllogismos.it/ |
| Learning verification modality | Oral examination starting from a work on a topic chosen by the student with the support of the teacher. The final test aims to assess whether the student has knowledge and understanding of the topics, has acquired interpretative competence and autonomy of judgment. The following grid will be used for the evaluation: Insufficient: The student does not have an acceptable knowledge of the topics covered in the teaching. 18-20: The student shows knowledge and understanding of the topics in general lines; you have just adequate exposition and communication skills a allow the transmission of acquired knowledge useful for professional training purposes 21-23: Student shows adequate knowledge and understanding of topics; you have satisfactory expository and communication skills, but little articulated, to allow the transmission of the acquired knowledge for the purposes of professional training 24-26: The student shows a fair knowledge and understanding of the topics; has discrete and barely articulated expository and communication skills, to allow the transmission of acquired knowledge for the purposes of professional training 27-29: Student shows good knowledge and understanding of topics; has good and well-articulated expository and communication skills, a allow the transmission of the knowledge acquired for the purpose of professional training 30-30 cum laude: The student shows excellent knowledge and understanding of the topics; has excellent and well-articulated expository and communication skills, to allow the transmission of acquired knowledge for the purposes of professional training. The duration of the interview can vary between about 30 and 45 minutes. See also http://www.unipg.it/disabilita-e-dsa |
| Extended program | General teaching and disciplinary teaching. Types of learning obstacles. Misconceptions. The student / teacher interaction: the didactic contract. Problem solving. Cooperative learning. Constructivism. Sfard's theory on learning mathematics. Reification. Reflections on some research. The use of history in mathematics education. National indications for the teaching of Mathematics. How to structure a learning activity. Reflections on presented learning activities. Analysis of the potential and criticality of the use of technological tools for teaching and learning mathematics. Main theoretical frameworks developed in mathematics education for the design and development of mathematics-based teaching and learning activities of new technologies. Analysis of teaching practices for learning mathematics mediated by the use of technologies.. Some concepts to develop and reorganize for meaningful learning: the golden section. Book II of the Elements of Euclid. Historical problems solvable by equations of first and second degree. The geometries of star polygons, from art to their definition in the 1600s |