Ateneo - UPO

Design and development of laboratory activities for the teaching and learning of mathematics, taking into account research findings in mathematics education and the competence development goals set by the National Guidelines for lower secondary schools. Development of teacher knowledge identified as specialized in the literature. Study of mathematics teaching and learning processes mediated by the use of tools in laboratory activities, with a particular focus on new digital technologies. Analysis of the potential and limitations of using technological and non-technological tools for teaching and learning mathematics. Study of innovative teaching methodologies for the teaching and learning of mathematics.

 DIDATTICA DELLA MATEMATICA di Roberto Natalini, Anna Baccaglini-Frank, Pietro Di Martino, Giuseppe Rosolini. MondadoriINSEGNARE E APPRENDERE MATEMATICA di Cristina Sabena, Franca Ferri, Francesca Martignone, Elisabetta Robotti. MondadoriEncyclopedia of Mathematics Education, Springer ChamNotes given by the teachers

Ability to design workshops in mathematics teaching-learning courses, using research results in education and following the National Guidelines for the first cycle of education.

Content of the first-year Mathematics course of the Bachelor's degree program in Biological Sciences.

Interactive lectures, laboratory activities, working groups for educational design, and online activities (via the Moodle platform) aimed at learning monitoring and problem-solving.

Learning monitoring: ongoing exercises supported by the use of the Moodle platform.
Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, after they contacted the university staff, can refer to the teacher in charge of the course to define the examination modalities

During the course, ongoing assessment activities will be carried out, accompanied by formative feedback, focusing on the design and analysis of teaching activities. The final assessment consists of the presentation and discussion of an individually developed written project concerning the design of a mathematics laboratory activity for lower secondary school, grounded in the theoretical and methodological frameworks addressed during the course. The assessment will take into account the accuracy of the content, the coherence of the project, the appropriateness of the methodological choices, the ability to apply theoretical frameworks, clarity of presentation, and the ability to provide a critical rationale for the choices made. The minimum passing standard is met when the student demonstrates essential knowledge and the ability to develop a teaching proposal that is overall coherent and appropriate to the educational context. Higher grades require in-depth knowledge, a sound command of theoretical and methodological frameworks, autonomy in instructional design, and the ability to critically discuss the strengths, limitations, and possible alternatives of the proposed strategies.

Presentation and discussion of the following topics: the role of technology in mathematics education, dynamic geometry software, e-learning platforms, mathematical machines in history, the use of concrete artifacts, and specific teaching methodologies for conducting laboratory activities. The course also includes the analysis of sample laboratory activities drawn from teaching experiments

Knowledge of innovative methodologies and technologies, both digital and non-digital, for the design and development of educational activities. Ability to critically analyze teaching methodologies, identifying their potential and limitations. Ability to design and evaluate laboratory activities for the first cycle of education. Ability to clearly and comprehensively communicate descriptions and justifications for one's statements and educational choices. Ability to identify and utilize materials for the instructional design of laboratory activities in lower secondary schools.