Learning objectives
Knowledge and study of the main current trends in Mathematics teaching. <br />
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. <br />
Prerequisites
<p>Algebra I, Algebra Lineare e Geometria, Funzioni di una variabile A, Funzioni di una variabile B, Geometria negli spazi euclidei e metrici <br />
</p>
Course unit content
Evolution of Mathematics teaching as a science <br />
Teaching-learning models with particular reference to transmissive, behaviourist and socio-constructivist models. <br />
Theory of situations (according to Brousseau). Didactic transposition: from “scholarly” knowledge to taught knowledge <br />
The Conceptual Fields theory. <br />
Student/teacher interaction: the learning contract. <br />
Student/knowledge interaction: obstacles and errors <br />
Special reference will be made to the difficulties connected with teaching algebraic concepts. <br />
Bibliography
G.Brousseau, Théorie des situations didactiques, La pensée Sauvage, Grenoble. <br />
J.Brun, Didactique des mathématique, Delachaux et Niestlé, Lausanne. <br />
F.Arzarello, L.Bazzini, G.Chiappini, L'algebra come strumento di pensiero, progetto strategico del CNR, Quaderno n. 6, 1994. <br />
E.Fischbein, G.Vergnaud, Matematica a scuola: teorie ed esperienze, Pitagora, Bologna. <br />
B.D'Amore, Elementi di Didattica della Matematica, Pitagora, Bologna. <br />
L.Grugnetti, V.Villani, la matematica dalla scuola materna alla maturità, Pitagora, Bologna. <br />
International handbook of mathematics education, Kluver academic Publishers. <br />
H.Freudenthal, ripensando l'educazione matematica, La Scuola, Brescia. <br />
Teaching methods
<p>Oral exam and practical test. </p>
<p>Classroom Lectures and interactive lessons. Analysis of particular teaching situations and activities. Design and experimentation of a specific teaching intervention carried out.</p>