THERE. TEACHING OF MATHEMATICS 1 AND 2 WITH LABORATORY

Module MATHEMATICS TEACHING 1

The Mathematics Education course—Module 1—aims to provide students with theoretical and practical tools for designing, analyzing, and conducting instructional activities in geometry from preschool through elementary school. During the course, hands-on examples related to topics in Euclidean geometry and geometric transformations will be provided, along with exercises, cooperative activities, and simulations designed to deepen mathematical understanding and strengthen communication skills. In particular, the following objectives will be pursued:

a.      Knowledge and understanding: Analysis of the main challenges in teaching and learning geometry in preschool and elementary school. Knowledge of the theoretical frameworks for mathematics education. Understanding of the fundamental concepts of Euclidean geometry and geometric transformations from a pedagogical perspective. Knowledge of workshop methodologies. Reference will be made to the recent National Curriculum Guidelines for Preschool and Elementary Schools.

b.    Applying knowledge and understanding: Development of effective instructional materials and teaching aids for geometry and STEAM. Application of active learning methods and digital technologies for geometry instruction. Design of instructional pathways consistent with the National Curriculum Guidelines.

c.  Making judgments: the ability to evaluate the effectiveness of the activities developed; to evaluate and select instructional materials and technologies; to assess students’ learning processes.

d.    Communication skills: the ability to communicate concepts in a simple and grammatically correct manner; the ability to justify decisions made within the workgroup

e.    Learning skills: the ability to identify resources among existing materials and to work both in groups and independently.

Classes will be held twice a week. Students will be expected to participate actively: classes will be lecture-based and interactive, and will include workshops and group activities.

Knowledge of basic mathematics content for elementary and preschool

Attendance is strongly recommended

The New National Curriculum Guidelines—Preschool and Elementary Schools: Updates and Reflections on Mathematics Teaching.

Review of Elements of Euclidean Geometry and Geometric Transformations.

Selected Theoretical Frameworks in Mathematics Education Research: The Math Lab; TPaCK; The Teaching Contract; the role of artifacts; the role of games in the teaching and learning of mathematics.

Technologies for Learning Mathematics: Dynamic Geometry Systems.

The Gallery Walk in a Mathematical Context.

Examples of activities on Space and Shapes.

Sabena C., Ferri F., Martignone F., Robotti E. (2019). Insegnare e apprendere matematica nella scuola dell’infanzia e primaria. Carocci.

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

Fandino Pinilla M.I., Sbaragli S. (2023). Matematica di base per insegnare nella scuola primaria. Bonomo Editore.

Zan R. (1998). Problemi e convinzioni. Pitagora Editrice Bologna.

The exam consists of submitting a portfolio of assignments that will be assigned by the instructor over the course of the semester and an oral exam designed to assess the student’s knowledge of the methodologies and content covered during the course, taking into account the student’s ability to argue a point, summarize information, and present ideas clearly.

Assessment criteria

The examination will be graded out of 30 and will take particular account of the following criteria:

the ability to present, discuss and summarise the concepts covered using clear, appropriate language and with reference to specific theoretical concepts;

the comprehensiveness of the theoretical knowledge acquired;

commitment to independent study.

The aim of the examination is to assess the extent to which the learning outcomes set out above have been achieved

18–23: pass – Understanding and knowledge of the examination topics, appropriate use of language, clarity of presentation and critical thinking are acceptable;

24–26: fair –

Understanding and knowledge of the examination topics, appropriate use of language, clarity of presentation and critical thinking are more than sufficient;

27–28: good –

Understanding and knowledge of the examination topics, appropriate use of language, clarity of presentation and critical thinking are satisfactory;

29–30: very good:

The student’s understanding and knowledge of the examination topics, command of language, clarity of presentation and critical thinking are fully satisfactory;

30 with distinction:

The student’s understanding and knowledge of the examination topics, command of language, clarity of presentation and critical thinking are excellent.

 This assessment will be combined with that of the corresponding Mathematics 1 lab.

Learning assessment may also be carried outon-line, should the 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)

What’s New in the National Guidelines for Mathematics: Examples of Instructional Activities

What Is a Math Lab?

Gallery Walk in a Math Setting

Theoretical Framework of TPACK

Dynamic Geometry Systems: Examples of Activities