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Dalle teorie in didattica della matematica alla pratica in aula: multimodalità e visualizzazione
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From theories in mathematics education to classroom practice: multimodality and visualization
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Academic year 2019/2020
- Teaching staff
- Cristina Sabena (Lecturer)
Prof. Ferdinando Arzarello (Lecturer) - Type
- Basic
- Course disciplinary sector (SSD)
- MAT/04 - matematiche complementari
- Delivery
- Formal authority
- Language
- Italian
- Attendance
- Obligatory
- Type of examination
- Oral
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Sommario del corso
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Course objectives
The aim of the course is to discuss some theoretical and methodological tools suitable for framing from a scientific point of view how mathematical thought is born and develops through a complex interweaving of languages and representations, through the reference to intuitions, production of metaphors, use of analogies and with the support of artifacts and tools. In particular, studies on the role of visualization in mathematical thought will be deepened.
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Results of learning outcomes
The course involves participants in seminars and workshops.
Students must study the bibliographic material, present it in seminars, use the constructs studied to analyze protocols and/or audiovisual materials found in classes of mathematics at school or / and university.
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Course delivery
30 hours (6 CFU)From November to May.
Precise planning of lessons will be detailed with participant students
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Learning assessment methods
Seminars and written reports
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Program
The following topics will be addressed:
- the teaching-learning of mathematics in a multimodal perspective, which frames the ways in which the body intervenes in the processes of learning mathematics and the role that gestures can play in the construction of knowledge in activities such as thinking, reflecting, and arguing;
- the role of signs and representations: theoretical and methodological perspectives;
- phenomenological perspectives in mathematics teaching;
- explore, visualize, argue: the complex interweaving of intuitive-perceptive aspects and theoretical aspects in mathematics.
The final part of the course will focus on topics agreed with the students, and will take into account the scientific interests and training needs that emerged during the course itself.
Suggested readings and bibliography
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- References
- Arcavi, A. (1999). The Role of Visual Representations in the Learning of Mathematics. In. F. Hitt & M. Santos (Eds.), Proceeding of 21st North American PME Conference. Vol. 1 (pp. 55-80). Cuernavaca, Morelos, México: PME.
- Arzarello, F. (2006). Semiosis as a multimodal process. Revista Latinoamericana de Investigación en Matemática Educativa, Special Issue on Semiotics, Culture and Mathematical Thinking, 267-299.
- Cai, J. (Ed.)(2017). Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
- Lerman, S. (Ed.) (2014). Encycloledia of mathematics education. Berlin: Springer.
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