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SPACE AND SHAPE

Course objectives

Knowledge and understanding: At the end of the course, students will be familiar with fundamental topics and issues in the field of mathematics education. They will have acquired some basic knowledge of the role of the main theoretical tools that research in mathematics education offers future teachers for the design and analysis of teaching practice. They will be familiar with dynamic geometry software and know how to use it in teaching. Apply knowledge and understanding: Students will be able to compare different approaches to teaching mathematics and identify the most appropriate approaches for the different teaching-learning contexts in which future teachers may find themselves working. They will be able to apply the teaching and pedagogical knowledge developed during the course in the design of teaching materials and activities aimed at implementing approaches focused on the co-construction of knowledge, also with the support of digital tools. Critical and judgemental skills: Students will have developed an approach to teaching mathematics based on critical reflection on practice, shared within working groups. They will be able to critically address issues in mathematics education based on reflection on the mathematical contents covered in the course. They will be able to discuss the role of softwares in mathematics teaching. Communication skills: Students will be able to present the content in oral exams and explain what they have learned to others. Learning skills: Students will be able to independently analyse research articles on mathematics teaching with the aim of identifying ideas for lesson planning. They will be able to develop meta-reflections on their own and others' approaches to new mathematical contents and issues related to mathematics teaching. They will be motivated to explore scientific topics and those specific to educational design and to take a critical approach to the teaching materials and various sources of information available to them in their professional career.

Channel 1
ANNALISA CUSI Lecturers' profile

Program - Frequency - Exams

Course program
Theoretical frameworks for the analysis of teaching-learning processes in geometry and arithmetics/early algebra and for reflection on the role of digital resources in supporting cognitive and metacognitive processes in the teaching-learning of mathematics. Teaching methods: laboratorial approach to the teaching of Mathematics and use of resources (digital or not) for teaching, with a focus on the role of the teacher. Argumentation and proof in mathematics, with a focus on geometry and arithmetics/early algebra. Didactic elements for the teaching pf geometry and arithmetics/early algebra.
Prerequisites
The mathematical contents introduced at lower and upper secondary school level.
Books
The slides of the lessons and teaching materials will be shared on the e-learning page of the course.
Frequency
Course attendance is optional, but recommended.
Exam mode
The assessment is carried out by means of an oral examination, aimed at certifying knowledge of the main aspects covered during the course and the skills developed in relation to the ability to analyse teaching processes and design teaching resources. Both attending and non-attending students will be required to work on the design of a teaching laboratory or teaching resources. Sufficient knowledge of the content covered and a correspondingly sufficient competence in the analysis of teaching processes and the design of teaching resources is required for passing the examination with a pass mark (18/30). In order to achieve a mark of 30/30 with distinction, the student must also demonstrate excellent knowledge of the topics covered in the course and the ability to refer to this knowledge in order to develop in-depth reflections on these topics and for the design of resources to support teaching processes.
Lesson mode
During the course, dialogue-based lessons will alternate with group work and collective discussions. The students will also be involved in the reading of research papers in Mathematics Education to reflect on the relationship between theory and practice in the teaching of Mathematics, in the design of laboratorial activities and of teaching resources, which will be discussed during the lessons. Students will find the slides and teaching materials useful for exam preparation on the e-learning platform.
ANNALISA CUSI Lecturers' profile

Program - Frequency - Exams

Course program
Theoretical frameworks for the analysis of teaching-learning processes in geometry and arithmetics/early algebra and for reflection on the role of digital resources in supporting cognitive and metacognitive processes in the teaching-learning of mathematics. Teaching methods: laboratorial approach to the teaching of Mathematics and use of resources (digital or not) for teaching, with a focus on the role of the teacher. Argumentation and proof in mathematics, with a focus on geometry and arithmetics/early algebra. Didactic elements for the teaching pf geometry and arithmetics/early algebra.
Prerequisites
The mathematical contents introduced at lower and upper secondary school level.
Books
The slides of the lessons and teaching materials will be shared on the e-learning page of the course.
Frequency
Course attendance is optional, but recommended.
Exam mode
The assessment is carried out by means of an oral examination, aimed at certifying knowledge of the main aspects covered during the course and the skills developed in relation to the ability to analyse teaching processes and design teaching resources. Both attending and non-attending students will be required to work on the design of a teaching laboratory or teaching resources. Sufficient knowledge of the content covered and a correspondingly sufficient competence in the analysis of teaching processes and the design of teaching resources is required for passing the examination with a pass mark (18/30). In order to achieve a mark of 30/30 with distinction, the student must also demonstrate excellent knowledge of the topics covered in the course and the ability to refer to this knowledge in order to develop in-depth reflections on these topics and for the design of resources to support teaching processes.
Lesson mode
During the course, dialogue-based lessons will alternate with group work and collective discussions. The students will also be involved in the reading of research papers in Mathematics Education to reflect on the relationship between theory and practice in the teaching of Mathematics, in the design of laboratorial activities and of teaching resources, which will be discussed during the lessons. Students will find the slides and teaching materials useful for exam preparation on the e-learning platform.
  • Lesson code1031827
  • Academic year2025/2026
  • CourseSciences and Teaching of Natural Systems
  • CurriculumClima ambiente ed energia - Percorso valido anche per coloro che partecipano al percorso internazionale di titolo multiplo italo-svizzero-svedese-francese con prima iscrizione presso l'Università di Stoccolma)
  • Year1st year
  • Semester1st semester
  • SSDMAT/04
  • CFU6