Social sciences and humanities
Subject: TEACHING OF MATHEMATICS (A.A. 2025/2026)
Unit Didattica della matematica
The course is supplemented by one workshops (1 CFU). Attendance is MANDATORY before the exam. The information about the workshops is available on the Teams.
To acquire some competencies for the teaching of mathematics in pre-primary and primary school, in particular:
- to know the National Guidelines for mathematics in 2012;
- to know some results of research on cognitive processes in mathematics for children from 3 to 10 years;
- to know some results of research on ways to organize a process of teaching and learning in mathematics with particular reference to the theory of semiotic mediation;
- to know the potential of some classical artifacts (abacus, pascaline, straws, line numbers, straightedge, compass) or ICT (programmable robots, micro worlds) for the construction of mathematical meanings;
- to know the characteristics (and limitations) of the standardized tests of evaluation INVALSI;
- to be able to analyze a chapter of a textbook with the objectives set;
- to be able to analyze an individual protocol.
To have passed the following exams: Mathematics 1 and Mathematics 2.
General frameworks for mathematics education - 2 CFU
Analysis of the national standards of 2012 (mathematics).
The didactical contract and didactical transposition.
General framework for standardized tests.
Attitude towards mathematics.
Space and figures in kindergarten and primary school - 3 CFU
Spatial knowledge and geometric knowledge.
Paths and coordination of the point of view.
Analysis of some artifact.
Number in kindergarten and primary school - 3 CFU
Approaches to the natural number in kindergarten and primary school.
Approach to fractions.
Analysis of some artifact.
1 CFU of pedagogical-didactic laboratory (16 hours) on the analysis of artefacts.
The scanning of the contents for CFU is to be understood as purely indicative. It may in fact undergo changes during the course of teaching.
Lectures. Individual and small group work. Moodle-dolly sharing. Participation in two pedagogical-didactical laboratories (COMPULSORY).
Written test, with open questions (paper and pencil). Qualification, with certificate to be achieved in the workshops.
KNOWLEDGE AND UNDERSTANDING:
National standards (2012); research findings; potentialities of some some classical or ICT artifacts; features and limits of national INVALSI tests.
APPLYING KNOWLEDGE AND UNDERSTANDING:
observing, designing, realizing, evaluating.
autonomous and critical reflection on national standards and on possible realization in schools; critical approach developed by means of large group and small group (Laboratories) discussions.
in discussions, arguing in effective, concise and rigorous way; in short essays, expressing one’s own thinking in appropriate way.
study strategies for longlife learning, by means of the deep mastery of contents and their applications to pre-primary and primary mathematics education; autonomous recourse to resources tfor teaching; development of metacognitive skills.
Bartolini Bussi M. (2008), Matematica: i numeri e lo spazio, Bergamo: Ed Junior.
MEMO (2012), Bambini che contano, DVD multimediale parzialmente visibile all’indirizzo http://memoesperienze.comune.modena.it/bambini/index.htm
Zan R. (2016), I problemi di matematica Difficoltà di comprensione e formulazione del testo, Roma Carocci.
Sabena, Ferri, Martignone, Robotti (2019), Insegnare e apprendere matematica nella scuola dell'infanzia e primaria. Carocci. (per la parte relativa al Numero, indicati nella pagina moodle dell'insegnamento).
Le dispense utilizzate dal docente nel corso delle lezioni frontali e delle esercitazioni sono disponibili sulla pagina del portale moodle relativa all’insegnamento di Didattica della Matematica (nel rispetto dei diritti d'autore), inserite di volta in volta prima della lezione.