Obtain knowledge and skills related to the issues set out in the program.
The course aims to provide the methodological basis for understanding mathematical learning and individual differences in school age.
Knowledge and understanding
- Knowing cognitive and metacognitive skills, emotional - motivational components and gender stereotypes related to mathematical learning .
- Knowing issues related to: numerical cognition, calculation and problem solving in children with typical and atypical development. Evaluation and intervention in case of disability of mathematical learning.
Ability to apply knowledge and understanding
- students, also through practical exercises, will be able to interpret and understand the main cognitive, emotional and motivational factors connected to mathematical learning.
Autonomy of judgment
-The autonomy of judgment will be developed through the preparation for the exam, which requires the individual re-elaboration and assimilation of the material presented in the classroom and during the practical exercises; this objective will also be achieved through the proposal of a group work aimed at examining the development of mathematical learning in the course of development and critically analyzing the results of the proposed experiments.
- Lectures and exercise activities will be carried out to improve the students' scientific vocabulary, their ability to structure questions and argue their thesis and stimulate the ability to discuss and interact with their classmates.
The ability to learn will be stimulated by the deepening of the knowledge learned during the lectures and practical exercises, by examining the main theories of the development of mathematical learning and by the critical analysis of a series of theoretical problems and scientific experiments.
Comprehension of scientific texts. Knowledge acquired after the three-year degree in psychology.
Individual differences in mathematic learning, with particular reference to school age:
cognitive and meta-cognitive abilities, emotional components – motivation, math gender stereotypes. Numerical cognition, computation and problem solving in children with typical and atypical development. Techniques for diagnosis and intervention in cases of disability in mathematics.
Frontal lessons, group work, seminars.
The course will provide a critical overview of the main areas of research in mathematical learning, with particular reference to those of school age.
These thematic areas included a discussion of factors related to the processes of learning: individual differences, cognitive and meta-cognitive, emotional components – motivation, math gender stereotypes. Particular attention is given to the consideration of the developmental aspects of the processes of thinking and reasoning (numerical cognition, computation and problem solving) in children with typical and atypical development. We will also focus on techniques for diagnosis and intervention in cases of disability in mathematics.
In the lectures these topics are treated in their general aspects, while the hours of exercise, only for students attending, are devoted to the analysis and evaluation of specific cases. In addition seminars will be provoded.
Written examination with open questions on the text and contents of the course.
Any changes to the procedures described herein, which may be necessary to ensure the application of the COVID19 emergency security protocols, will be communicated on the website of the Department of the Course of Study.
It is important the attendance at the course.
Cornoldi, C. (a cura di) (2019). I disturbi dell'apprendimento. Bologna, Il Mulino.
Attention. New edition of 2019.
Caravita, S., Milani, L., & Traficante, D. (a cura di). Psicologia dello sviluppo e dell'educazione. Bologna il Mulino (cap. cap. II, X, XI, XIII).
Passolunghi, M.C., Rueda Ferreira, T.I., & Tomasetto, C. (2014). Math–gender stereotypes and math-related beliefs in childhood and early adolescence. Learning and Individual Differences, 34, 70–76.