THERE. TEACHING OF MATHEMATICS 1 AND 2 WITH LABORATORY 1

Module MATHEMATICS TEACHING LABORATORY 1

The course aims to provide hands-on examples related to topics in Euclidean geometry and geometric transformations.

Exercises, cooperative activities, and simulations will be offered to deepen mathematical understanding and strengthen communication skills. Specifically, the following objectives will be pursued:

a. Knowledge and comprehension: knowledge of elements of Euclidean geometry and the properties of geometric figures; knowledge of isometries and dynamic environments for teaching.

b. Applying knowledge and understanding: designing instructional pathways related to geometry topics for elementary school, as well as hands-on activities in collaborative and cooperative settings.

c. Making judgments: analyzing instructional proposals—including those designed by others—and evaluating their appropriateness and effectiveness.

d. Communication skills: communicating mathematical content in a simple manner within cooperative and collaborative contexts.

e. Learning skills: being able to work both in groups and independently; enhancing creative abilities; learning to design instructional activities by adapting the subject matter to the most appropriate instructional approach; acquiring professional competencies related to the teaching profession.

Classes will be held in person and will feature guided activities in small groups, as well as discussions and exchanges of ideas.

Basic Knowledge of Euclidean Geometry for Elementary and Preschool.

Attendance is mandatory

The workshop offers a practical and methodological program divided into three main areas: analog activities (using pen and paper, and possibly origami), digital exploration (using GeoGebra software), and, where appropriate, multidisciplinary integration (Gallery Walk on STEM topics).

D’Amore B., Sbaragli S. (2023) Principi di base di didattica della matematica. Bonomo Editore

Sabena C. Ferri F. Martignone F. Robotti E. (2019) Insegnare e apprendere Matematica nella scuola primaria e dell’infanzia. Mondadori Education

Matematica per il cittadino 2001. Unione Matematica Italiana.

Oral exam involving a discussion of a product covered in the lab.

At the end of the course an End-of-Course Lab Test (PLFC) will take place during regular class hours. The test consists of designing a workshop-style teaching activity in small groups.

·       Participation in the PLFC is optional, but strongly recommended.

·       Students who pass the PLFC will receive lab credit and acquire the necessary CFU credits toward their final grade.

Students who do not take or do not pass the PLFC will complete the same assessment (designing and presenting a group or individual lab activity on course topics) directly during the official exam sessions.

The exam is graded on a 30-point scale, based on the following criteria:

·       the candidate's reasoning skills, conciseness, and clarity of presentation;

·       critical synthesis of the content;

·       commitment to independent study.

Learning assessment may also be carried outon-line, shouldthe conditions require it. To ensure equal opportunities and in compliance with current laws, interested students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l’integrazione Attiva e Partecipa ta — Servizi per le Disabilità e/o i DSA) referring teacher within their department (https://www.cinap.unict.it/content/referenti)

Given the product presented, what guiding questions could you identify to kick off the discussion? What challenges might the students face?