|Monday||1:30 PM - 4:30 PM||lesson||Lecture Hall B||from Mar 6, 2017 to Mar 27, 2017|
|Monday||2:30 PM - 5:30 PM||lesson||Lecture Hall M||from Mar 28, 2017 to Jun 9, 2017|
|Tuesday||2:30 PM - 4:30 PM||lesson||Lecture Hall M|
|Friday||2:30 PM - 6:30 PM||lesson||Lecture Hall H|
The course aims to analyze problems in mathematics teaching from a general point of view, but also going deeper in some specific themes. The components of the “indicazioni nazionali” will be examined and traditional and alternative methods for teaching will be illustrated.
The workshop aims to furnish the main theoretical and methodological elements for planning and analyzing laboratory sessions in secondary school classes.
At the end of the course the students will be at hand with various didactic techniques for different theoretical topics.
Knowledge and understanding: the students will know relevant didactic aspects of mathematics and will be able to examine textbooks with consciousness.
Applying knowledge and understanding: the students will be able to organize didactic experiences and to apply the techniques they learned in different situations.
Making judgements: the students will be able to choose among various techniques the one more apt to the topic at hand.
Communication skills: the students will be able to properly deliver a lecture.
Learning skills: the students will be able to widen their knowledge starting from what they learned.
Mathematics laboratory for constructing mathematical meanings
Mathematics laboratory: historical and pedagogical roots.
Mathematics laboratory in the Italians standards for mathematics.
Theoretical frameworks for the mathematics laboratory: instrumental approach, theory of semiotic mediation, multimodal approach.
Students' processes in mathematics laboratory: exploring, conjecturing, argumentations and proving.
Teacher's processes in mathematics laboratory.
Didactical analysis of teaching experiments with physical artifacts as the mathematical machines (for geometrical transformations, conics sections and perspective drawing) and digital artifacts as dynamic geometry software (DGS).
The examination consists in an oral interview about the planning of a teaching experiment.