The aim of the course is to learn to teach mathematics in primary school and preschool. Three main lines are considered. First, approaching the history of elementary mathematics education in Europe, from the Middle Ages to the 20th century, and its tracks in modern children math education. Second, applying a vision of elementary mathematics from a higher standpoint to mathematical activities with children; third, discussing the mathematical path of children before and during school, considering naïf mathematical conceptions as linked to the acquisition of language and body development and the endeavor of the teachers at school.
With the study of mathematics and didactics of mathematics the student will be able to achieve the following educational objectives.
- Knowledge and understanding
- Knowledge of elementary mathematics as a subject in pre-school and primary school, including mathematical concepts as well as historical and epistemological aspects.
- Understanding of main issues in mathematics primary education
- Applying knowledge and understanding
- Ability to project and guide math activities in the classroom with children
- Making judgements
- Ability to analyse the educational situations regarding mathematics teaching and children's learning of mathematics
- Communication skills
- Ability to develop and lead math talk with children, to present examples and problems
- Learning skills
- Openness to further study in depth of elementary mathematics topics, historical and philosophical research, and the evolution of goals and methods of mathematics education in the international scene.
With the study of mathematics and didactics of mathematics the student will be able to achieve the following educational objectives.
- Knowledge and understanding
- Knowledge of elementary mathematics as a subject in pre-school and primary school, including mathematical concepts as well as historical and epistemological aspects.
- Understanding of main issues in mathematics primary education
- Applying knowledge and understanding
- Ability to project and guide math activities in the classroom with children
- Making judgements
- Ability to analyse the educational situations regarding mathematics teaching and children's learning of mathematics
- Communication skills
- Ability to develop and lead math talk with children, to present examples and problems
- Learning skills
- Openness to further study in depth of elementary mathematics topics, historical and philosophical research, and the evolution of goals and methods of mathematics education in the international scene.
Canali
teacher profile teaching materials
The first plan deals with the cultural roots of teaching the basics of reckoning and elementary mathematics in the European tradition, with special emphasis on children's mathematical education. It discusses the ancient roots of both reckoning training and the formative view of mathematics, the evolution from the Middle Ages to the modern world (abacus schools, humanism, efforts to create an initiation into children's mathematics from the late eighteenth century onward, the twentieth-century crisis and transformation) and the traces of the past in today's school practice and contents.
The second plan concerns the examination of the child's path in the world of mathematics from the period of language acquisition up to the age of 10-11, within which both the institutional framework of preschool and the first 5 years of compulsory schooling are placed. The nodes of children's approach to number and geometry will be presented, in connection to language and motor experience and maturation, through educational activities in the home and school environment, between words and symbols, until the beginning of elementary school. The components of “dynamic teaching” (F. Enriques) in kindergarten and elementary school are discussed: the role of problems, conducting mathematical conversation and enhancing mimesis, the use of teaching materials, designing rhythm, variety of activities (individual and group; oral, written and workshop) and organizing content, promoting a cultural view of mathematics through history and relationship to the world around us, error in learning mathematics, and assessment in mathematics.
The third part deals with the network of conceptual nodes in elementary mathematics as an expanded context that includes and goes beyond numerical literacy. Single methods, commercially produced and teacher-prepared materials, sounds, audio, pictures and mathematical drawings, problems and oral, written and workshop activities are examined in this regard through exercises in analyzing and devising school activities.
A. Mazzitelli, A. Millán Gasca, L'ABC della matematica (Carocci)
Programme
The course unfolds on three plans.The first plan deals with the cultural roots of teaching the basics of reckoning and elementary mathematics in the European tradition, with special emphasis on children's mathematical education. It discusses the ancient roots of both reckoning training and the formative view of mathematics, the evolution from the Middle Ages to the modern world (abacus schools, humanism, efforts to create an initiation into children's mathematics from the late eighteenth century onward, the twentieth-century crisis and transformation) and the traces of the past in today's school practice and contents.
The second plan concerns the examination of the child's path in the world of mathematics from the period of language acquisition up to the age of 10-11, within which both the institutional framework of preschool and the first 5 years of compulsory schooling are placed. The nodes of children's approach to number and geometry will be presented, in connection to language and motor experience and maturation, through educational activities in the home and school environment, between words and symbols, until the beginning of elementary school. The components of “dynamic teaching” (F. Enriques) in kindergarten and elementary school are discussed: the role of problems, conducting mathematical conversation and enhancing mimesis, the use of teaching materials, designing rhythm, variety of activities (individual and group; oral, written and workshop) and organizing content, promoting a cultural view of mathematics through history and relationship to the world around us, error in learning mathematics, and assessment in mathematics.
The third part deals with the network of conceptual nodes in elementary mathematics as an expanded context that includes and goes beyond numerical literacy. Single methods, commercially produced and teacher-prepared materials, sounds, audio, pictures and mathematical drawings, problems and oral, written and workshop activities are examined in this regard through exercises in analyzing and devising school activities.
Core Documentation
A. Millán Gasca, Numeri e forme (Zanichelli)A. Mazzitelli, A. Millán Gasca, L'ABC della matematica (Carocci)
Attendance
Attendance is strongly recommended, even on an occasional basis. An independent fully distance learning path is available on formonlineType of evaluation
The questions in the written test relate to the course topics, and include exercises in mathematics education aimed at analyzing and devising mathematical activities considering both didactic aspects and underlying mathematical content. teacher profile teaching materials
The first plan deals with the cultural roots of teaching the basics of reckoning and elementary mathematics in the European tradition, with special emphasis on children's mathematical education. It discusses the ancient roots of both reckoning training and the formative view of mathematics, the evolution from the Middle Ages to the modern world (abacus schools, humanism, efforts to create an initiation into children's mathematics from the late eighteenth century onward, the twentieth-century crisis and transformation) and the traces of the past in today's school practice and contents.
The second plan concerns the examination of the child's path in the world of mathematics from the period of language acquisition up to the age of 10-11, within which both the institutional framework of preschool and the first 5 years of compulsory schooling are placed. The nodes of children's approach to number and geometry will be presented, in connection to language and motor experience and maturation, through educational activities in the home and school environment, between words and symbols, until the beginning of elementary school. The components of “dynamic teaching” (F. Enriques) in kindergarten and elementary school are discussed: the role of problems, conducting mathematical conversation and enhancing mimesis, the use of teaching materials, designing rhythm, variety of activities (individual and group; oral, written and workshop) and organizing content, promoting a cultural view of mathematics through history and relationship to the world around us, error in learning mathematics, and assessment in mathematics.
The third part deals with the network of conceptual nodes in elementary mathematics as an expanded context that includes and goes beyond numerical literacy. Single methods, commercially produced and teacher-prepared materials, sounds, audio, pictures and mathematical drawings, problems and oral, written and workshop activities are examined in this regard through exercises in analyzing and devising school activities.
A. Mazzitelli, A. Millán Gasca, L'ABC della matematica (Carocci)
Programme
The course unfolds on three plans.The first plan deals with the cultural roots of teaching the basics of reckoning and elementary mathematics in the European tradition, with special emphasis on children's mathematical education. It discusses the ancient roots of both reckoning training and the formative view of mathematics, the evolution from the Middle Ages to the modern world (abacus schools, humanism, efforts to create an initiation into children's mathematics from the late eighteenth century onward, the twentieth-century crisis and transformation) and the traces of the past in today's school practice and contents.
The second plan concerns the examination of the child's path in the world of mathematics from the period of language acquisition up to the age of 10-11, within which both the institutional framework of preschool and the first 5 years of compulsory schooling are placed. The nodes of children's approach to number and geometry will be presented, in connection to language and motor experience and maturation, through educational activities in the home and school environment, between words and symbols, until the beginning of elementary school. The components of “dynamic teaching” (F. Enriques) in kindergarten and elementary school are discussed: the role of problems, conducting mathematical conversation and enhancing mimesis, the use of teaching materials, designing rhythm, variety of activities (individual and group; oral, written and workshop) and organizing content, promoting a cultural view of mathematics through history and relationship to the world around us, error in learning mathematics, and assessment in mathematics.
The third part deals with the network of conceptual nodes in elementary mathematics as an expanded context that includes and goes beyond numerical literacy. Single methods, commercially produced and teacher-prepared materials, sounds, audio, pictures and mathematical drawings, problems and oral, written and workshop activities are examined in this regard through exercises in analyzing and devising school activities.
Core Documentation
A. Millán Gasca, Numeri e forme (Zanichelli)A. Mazzitelli, A. Millán Gasca, L'ABC della matematica (Carocci)
Attendance
Attendance is strongly recommended, even on an occasional basis. An independent fully distance learning path is available on formonlineType of evaluation
The questions in the written test relate to the course topics, and include exercises in mathematics education aimed at analyzing and devising mathematical activities considering both didactic aspects and underlying mathematical content.