ࡱ> <>;'` bjbjLULU.8.?.?%8LJ::"\\\777$6h77777\\???7\\?7???\. u?0J?4d4??*4iL?777X777J7777 Proposed collaboration Comenius 2012 Deadline February, 2 2012 Framework Our research interest is derived from the analysis of international research on mathematics education of adults and on mathematical skills possessed by young people and adults (e.g. Ocse/PISA, Ials/Sials); in this context great difficulties arise in students. In our opinion is important to reflect on what mathematical skills, and on which mathematics is needful so that the citizen does not incur, in the twenty-first century, functional illiteracy as a risk factor for exclusion from society. The project proposal aimed in particular his interest in mathematics teacher expertise (with students aged 11-14, with particular emphasis on curricular continuity with the primary school 6-11 age), in its conception and practices of teaching to improve initial and continuing training of teachers themselves and their action in the classroom. The project is aimed at high school called to deal with the initial education and training of teachers and teachers already in service, to be able to create a meaningful and effective link between these two worlds sometimes too far apart. General purpose The need to increase the skills level in mathematics and the ability to learn within the population has been strongly affirmed from European Institutions, in particular in the Recommendation of the European Parliament and Council on 18 december 2006 (2006/962/CE) and in general in Europe 2020 Strategy. These skills and their specific operational declinations in basic and cross-curricular skills shown in Curricular Guidelines of each Country are part of the key skills that European citizen must acquire and possess to exercise their right to active citizenship. The promotion of such a knowledge is largely based on the schools ability to propose a valid teaching of mathematics. In these sense, the projects aims are mainly oriented towards the strengthening of the teaching skills for mathematics teachers, so that schools can guarantee an effective and efficient training. Project activities will therefore be aimed to provide in-service training to enable teachers to identify and develop methods and teaching techniques that could improve the quality of teaching and learning activities and promote disciplinary and metacognitive learnings ("basic" and "superior") for the pupils. Only the "quality" within the process of teaching and learning may actually lead to the development processes of key competences, transferable in real life contexts and situations outside of the school as well as the classroom learning. To support this kind of work it is also crucial to develop a system of evaluation and recognition (of processes and learning, but also of the same course / training system we offer) that allows to bring out the elements of "excellence" of teaching models adopted and enhances the key skills that have been identified (or not). Pratical guidelines and methodology The first phase of the work will be dedicated to the needs analysis and will be characterised as a research phase in order to detect into the educational field what we should define difficulties in teaching and learning. The activity of detection shall be developed by administrating to students some questionnaires so that the main difficulties that they found in learning mathematics can emerge, and allow us to understand whether they are more related to contents comprehension, teaching style, students motivation, etc. At the same time some in depth interviews for teachers should be conducted to detect the beliefs and misconception in their disciplinary and educational knowledge, on one side, and the difficulties they found out with the used teaching methods and techniques. The case study is another research tool that can be taken into consideration; this is aimed at analysing some particular situations that can be considered representative of the main problems or most common dynamics. The following phase should be dedicated to the planning and arrangement of some training paths that will be supplied through blended learning methodology and should be addressed to the teachers of mathematics in order to develop their strategic teaching competences. The training path should be the object of an experimentation which is aimed to detect the effects and benefits in applying the educational models that have been proposed into the teaching and learning contexts. The monitoring of this phase should be realized through some case studies on the teaching processes and through the assessment of students learning. At the end of the path it is possible to realize a repository containing experiences, models, tools (educational contents and materials, objective taxonomy, algorithm or models, teaching techniques, etc). Project Coordination and Partnership The scientific coordination of the Project will be held by the Swiss partner (SUPSI), in particular in the person of Silvia Sbaragli, who is an expert in problems related to the Teaching of Mathematics in virtue of her extensive activity and research based on many projects developed with teachers in schools of all levels (both in Italy and Switzerland). Michele Impedovo, professor of teaching mathematics at the DFA-SUPSI Locarno, Switzerland, and professor of mathematics at the Bocconi University in Milan (Italy). Alberto Piatti, mathematician and Master responsible for training at the DFA-SUPSI of Locarno. Patrizia Renzetti professor of science education at the same Department. The University of Bologna will cover the role of Head of Management for the Project and for all the activities of coordination and administration of the Project, in virtue of its wide expertise in International Research Projects (both in leading and participating). The academic staff in the Bologna node is formed by people with specific competence in designing, developing and evaluating teaching experiences (Stefania Lovece, Elena Luppi, Ira Vannini Education Department) and in Mathematics (Alessandro Gimigliano Math Department).     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