To show the organization of the course that includes this module, follow this link Course organization
|Thursday||1:00 PM - 4:00 PM||lesson||Lecture Hall T.13||from Apr 16, 2015 to Apr 23, 2015|
|Thursday||4:30 PM - 7:00 PM||lesson||Lecture Hall T.13||from Apr 16, 2015 to Apr 23, 2015|
|Thursday||11:00 AM - 1:00 PM||lesson||Lecture Hall T.13||from May 14, 2015 to May 14, 2015|
|Thursday||1:00 PM - 4:00 PM||lesson||Lecture Hall T.13||from Apr 30, 2015 to Apr 30, 2015|
|Thursday||1:30 PM - 4:30 PM||lesson||Lecture Hall T.13||from May 14, 2015 to May 14, 2015|
|Thursday||4:30 PM - 6:30 PM||lesson||Lecture Hall T.13||from Apr 30, 2015 to Apr 30, 2015|
|Friday||10:00 AM - 1:00 PM||lesson||Lecture Hall I.06||from May 8, 2015 to May 15, 2015|
|Friday||2:00 PM - 4:00 PM||lesson||Lecture Hall T.13||from May 8, 2015 to May 15, 2015|
To acquire some competencies for the teaching of mathematics in kindergarten and primary school, in particular: - to know the National Guidelines for mathematics; - to know some results of research in mathematics education for children from 3 to 10 years; - to know the methodology of mathematics laboratory with particular reference to its theoretical frameworks; - to know the potential of some classical artifacts or ICT for the construction of mathematical meanings; - to be able to analyze a resource for teaching (chapter of a textbook, artifacts, online material); - to be able to analyze an individual protocol or transcription of collective discussion.
Analysis of the national standards of 2012 (mathematics).
The didactical contract and didactic transposition.
Mathematics laboratory as didactical methodology. The theory of semiotic mediation and the instrumental approach for mathematics laboratory.
Communication in mathematics learning. Numbers. Numerical competencies, number representation, counting and calculation. The space and the figures. Spatial knowledge and geometrical knowledge. The spatial competencies and different types of space (microspace, mesospace, macrospace). The different representation of physical spaces. the didactical question of the representation of mathematical objects. The coordination of points of view. Use of artifacts in the construction of mathematical meanings (numerical and spatial competencies). Problem solving in primary school. The difficulties in mathematics. Attitudes and beliefs about mathematics. Analysis of educational activities on numbers and spaces and figures.
Analysis of textbooks, protocol analysis of students, analysis of transcripts of group discussions.
Written (or oral, on request) exam, with open questions.