Unit Principles of Mathematics
- Course
- Primary teacher education
- Study-unit Code
- A001982
- Curriculum
- In all curricula
- Teacher
- Fabio Pasticci
- Teachers
-
- Fabio Pasticci
- Hours
- 48 ore - Fabio Pasticci
- CFU
- 8
- Course Regulation
- Coorte 2023
- Offered
- 2023/24
- Learning activities
- Caratterizzante
- Area
- Discipline matematiche
- Academic discipline
- MAT/03
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
- Italian
- Contents
- Mathematics languages and symbols
elements of set theory
relations and functions
set of natural numbers
operations between natural numbers
arithmetic expressions
set of integers
set of rational numbers
set of real numbers
basic notions of statistics and probability - Reference texts
- Lecture notes will be provided by the teacher.. In addition, students can consult:
Baresi Francesca, Montagnoli Laura, Istituzioni di Matematica, Studium Edizioni, Roma, 2018
Fandiño Pinilla Martha Isabel, Sbaragli Silvia, Matematica di base per insegnare nella scuola primaria, Pitagora Editrice Bologna, 2011 - Educational objectives
- The course aims to provide adequate theoretical tools for the disciplinary content of mathematic and also to integrate them with educational ideas.
The aim is to allow students to guide the pupils of preschool and primary school to a vision of mathematics built on the basis of concrete experiences.
Moreover students, who will be future teachers, will lead the users of the preschool and primary school through learning paths based on observation and intuition to reach an adequate property of language, useful both in defining the objects and in describing their properties.
All this with a view to arouse interest in the discovery of bonds, of common characteristics without losing sight of the reality experienced. - Teaching methods
- No educational intervention can be independent of the training needs of learners and also of preconceptions, false knowledge, prejudices, shortcomings of the same.
If the teacher does not take into account these data, the intervention risks becoming not only ineffective, but perhaps also generative of confusion, disaffection for the discipline, decline in interest and motivation. Moreover, an educational intervention that does not actively involve the learners, making them partners and protagonists of their own training path, could turn into a simple (and quite useless) "transmission of notions".
Therefore we believe that it is necessary, where and whenever possible, to set up classroom meetings for interlocutors and workshops (where "laboratory" obviously means an attitude of the mind rather than a physical space).
This is because any learning is by its nature a social co-construction, we consider very important the continuous dialogue with and among the students, thus genuine knowledge can emerge from the comparison. This is an important condition to reach competence.
Method choices
- Use of brainstorming (oral or written) for cognitive purposes
- Direct experimentation of the concepts dealt with through graphic representations, games, direct body experiences ...
- Constant feedback on requests and learning
- Periodic, formal and non-formal tests related to learning, without evaluative purposes but, rather, for students to ascertain and self-evaluate their own path
- Periodic comparisons and discussions on the perceived effectiveness of educational intervention and relationship
- Writing a diary / lessons-record of the topics explained in each lecture to be shared with the learners to gradually and dialogically build the general framework of the cognitive path
Use of the web page to consult lesson times, reception schedule, program, diary / topic log - Other information
- There are no prerequisites for attending the course.
- Learning verification modality
- The verification method consists of an exam (written /oral) with a score of thirty and possible laude.
The test, lasting about 15 minutes, allows to ascertain both the ability to know and understand, and the ability to apply the acquired skills. - Extended program
- Cognitive Brainstorming (What mathematics is // What is it for, what rational and practical needs do I meet // What mathematical concepts do you think to know // What mathematical concepts do you think you should ignore) on the students' previous knowledge and training needs.
Introduction to National Guidelines in relation to mathematic.
Mathematics languages and symbols
elements of set theory
relations and functions
set of natural numbers
operations between natural numbers
arithmetic expressions
set of integers
set of rational numbers
set of real numbers
basic notions of statistics and probability - Obiettivi Agenda 2030 per lo sviluppo sostenibile
- Quality education; fair and inclusive, reducing inequalities.