Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.

CURRICULUM TIPO:

1° Year 

ModulesCreditsTAFSSD

2° Year   It will be activated in the A.Y. 2025/2026

ModulesCreditsTAFSSD
6
B
MAT/05
Final exam
32
E
-
It will be activated in the A.Y. 2025/2026
ModulesCreditsTAFSSD
6
B
MAT/05
Final exam
32
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°
1 module between the following:
- A.A. 2024/2025 Computational algebra not activated;
- A.A. 2025/2026 Homological Algebra not activated.
Between the years: 1°- 2°
1 module between the following 
Between the years: 1°- 2°
Between the years: 1°- 2°
Further activities
4
F
-

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S001107

Coordinator

Enrico Gregorio

Credits

12

Language

English en

Scientific Disciplinary Sector (SSD)

MAT/04 - MATHEMATICS EDUCATION AND HISTORY OF MATHEMATICS

Period

Semester 2 dal Mar 3, 2025 al Jun 13, 2025.

Courses Single

Authorized

Learning objectives

The course aims to analyze problems in mathematics teaching from a general point of view, but also going deeper in some specific themes. The components of the “indicazioni nazionali” will be examined and traditional and alternative methods for teaching will be illustrated. The workshop aims to furnish the main theoretical and methodological elements for planning and analyzing laboratory sessions in secondary school classes. The course will provide • critical analysis of the main methodologies for teaching developed in the research on didactics of mathematics, also with reference to the specific role of the teacher and to the conceptual, epystemologic, linguistic and didactic nodes in mathematics teaching. • design and development of mathematics teaching methodologies; illustration of principles and methods for building learning activities and a curriculum consistent with the objectives stated in the national indications for liceo and in the guidelines for technical and professional schools; • study of the teaching and learning processes of mathematics, with particular attention to the new technologies; analysis of the potential and of the critical aspects connected with the usage of technologies; • main theoretical frames developed in didactics of mathematics for teaching activities centered on the usage of new technologies along with an analysis of learning through them. At the end of the course the students will be at hand with various didactic techniques for different theoretical topics. Knowledge and understanding: the students will know relevant didactic aspects of mathematics and will be able to examine textbooks with consciousness. Applying knowledge and understanding: the students will be able to organize didactic experiences and to apply the techniques they learned in different situations. Making judgements: the students will be able to choose among various techniques the one more apt to the topic at hand. Communication skills: the students will be able to properly deliver a lecture. Learning skills: the students will be able to widen their knowledge starting from what they learned."

Prerequisites and basic notions

Knowledges in algebra, geometry and calculus

Program

Mathematics laboratory for constructing mathematical meanings
Mathematics laboratory: historical and pedagogical roots.
Mathematics laboratory in the Italians standards for mathematics.
Theoretical frameworks for the mathematics laboratory: instrumental approach, theory of semiotic mediation, multimodal approach.
Students' processes in mathematics laboratory: exploring, conjecturing, argumentations and proving.
Teacher's processes in mathematics laboratory.
Didactical analysis of teaching experiments with physical artifacts as the mathematical machines (for geometrical transformations, conics sections and perspective drawing) and digital artifacts as dynamic geometry software (DGS).

Didactic methods

Classroom lectures and laboratory activities

Learning assessment procedures

The examination consists in an oral interview about the planning of a teaching experience.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Evaluation criteria

• Knowledge and understanding: understanding of the chosen topic and knowledge of didactic techniques.
• Applying knowledge and understanding: ability to apply didactic techniques to a new topic.
• Making judgements: ability to synthesize from various sources.
• Communication skills: language clarity and appropriateness.
• Learning skills: ability to read texts chosen in autonomy

Criteria for the composition of the final grade

Quality of the presented material: 20/30
Presentation: 10/30

Exam language

Inglese