1. Critical analysis of the evolution of ideas and methods of mathematics teaching, with particular regard to the role of the teacher.
2. The mathematics curriculum in compulsory education and in the various addresses of secondary schools (high schools, technical institutes and professional institutes) in an international framework
3. Teaching design and teaching methods of mathematics: programming and rhythm, principles and methods for activity building,class management.
4. Troubleshooting. Logic, intuition and history in the teaching of mathematics.
2. The mathematics curriculum in compulsory education and in the various addresses of secondary schools (high schools, technical institutes and professional institutes) in an international framework
3. Teaching design and teaching methods of mathematics: programming and rhythm, principles and methods for activity building,class management.
4. Troubleshooting. Logic, intuition and history in the teaching of mathematics.
Curriculum
teacher profile teaching materials
Contents include a historical, epistemological approach to the basic concepts in elementary mathematics (numbers, geometry, algebra, probability and functions); a discussion of the origins and present situations of mathematical education in compulsory education and secondary education; and examples regarding the mathematical biography of pupils from preschool, the mathematical anxiety and difficulties in understanding and appropriation of mathematical concepts and vision (intuition, error, deduction and argumentation, math draws, math conversation, meaning and the role of history), and the main elements of a good didactical approach in the classroom.
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
Altri riferimenti saranno forniti durante il corso.
Fruizione: 20410456 MC420-DIDATTICA DELLA MATEMATICA in Matematica LM-40 MILLAN GASCA ANA MARIA
Programme
The course is aimed at introducing students to the teaching of mathematics in 6th to 12th grades.Contents include a historical, epistemological approach to the basic concepts in elementary mathematics (numbers, geometry, algebra, probability and functions); a discussion of the origins and present situations of mathematical education in compulsory education and secondary education; and examples regarding the mathematical biography of pupils from preschool, the mathematical anxiety and difficulties in understanding and appropriation of mathematical concepts and vision (intuition, error, deduction and argumentation, math draws, math conversation, meaning and the role of history), and the main elements of a good didactical approach in the classroom.
Core Documentation
GIORGIO ISRAEL, ANA MILLÁN GASCA, Pensare in matematica, Zanichelli, 2012.FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
Altri riferimenti saranno forniti durante il corso.
Type of delivery of the course
Lessons include: general discussions, readings, didactical exercises, presentation by in-service teachers on activities in the classroom, student's presentation of contributions.Type of evaluation
Assessment is based on written essays during the course, a written exam (two questions) and an oral exam. teacher profile teaching materials
Contents include a historical, epistemological approach to the basic concepts in elementary mathematics (numbers, geometry, algebra, probability and functions); a discussion of the origins and present situations of mathematical education in compulsory education and secondary education; and examples regarding the mathematical biography of pupils from preschool, the mathematical anxiety and difficulties in understanding and appropriation of mathematical concepts and vision (intuition, error, deduction and argumentation, math draws, math conversation, meaning and the role of history), and the main elements of a good didactical approach in the classroom.
FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
Altri riferimenti saranno forniti durante il corso.
Fruizione: 20410456 MC420-DIDATTICA DELLA MATEMATICA in Matematica LM-40 MILLAN GASCA ANA MARIA
Programme
The course is aimed at introducing students to the teaching of mathematics in 6th to 12th grades.Contents include a historical, epistemological approach to the basic concepts in elementary mathematics (numbers, geometry, algebra, probability and functions); a discussion of the origins and present situations of mathematical education in compulsory education and secondary education; and examples regarding the mathematical biography of pupils from preschool, the mathematical anxiety and difficulties in understanding and appropriation of mathematical concepts and vision (intuition, error, deduction and argumentation, math draws, math conversation, meaning and the role of history), and the main elements of a good didactical approach in the classroom.
Core Documentation
GIORGIO ISRAEL, ANA MILLÁN GASCA, Pensare in matematica, Zanichelli, 2012.FEDERIGO ENRIQUES 1921, “Insegnamento dinamico”, Periodico di Matematiche, s. IV, 1, pp. 6-16.
http://www.mat.uniroma2.it/mep/Articoli/Enri/Enri.html
Altri riferimenti saranno forniti durante il corso.
Type of delivery of the course
Lessons include: general discussions, readings, didactical exercises, presentation by in-service teachers on activities in the classroom, student's presentation of contributions.Type of evaluation
Assessment is based on written essays during the course, a written exam (two questions) and an oral exam.