The course aims to analyze the main models for Mathematics teaching and learning and the main theoretical frameworks which provide the classical conceptual background for research in Mathematics Education.

Frontal lessons, collaborative activity and discussions. Students will be asked to read some articles which will be collectively discussed during the course.

Oral examination.

Mathematical knowledge and compentencies developed in the "laurea triennale" in mathematics. The course is not recommended for students of the "laurea triennale".

Teaching-learning Mathematics models: the traditional model of knowledge transmission (empirism);
- the radical constructivism (Von Glasersfeld);
- the social constructivism (P. Ernest and others); the theory of didactic situations (G. Brousseau);
- the "Inquiry" model (R. Borasi).
Analysis of Ministry of Education documents on Mathematics teaching at the pre-university level. Moreover, we will analyse the main tenets of theoretical framework which provide the classical conceptual background for research in Mathematics Education, and investigate how some of the ideas developed within these theories have informed research studies in Mathematics Education. More specifically, we will focus on:
- Piaget's studies on the development on the cognitive development
- Fischbein’s studies on intuition
- Vygotsky's studies and the cultural-historical approach.

- Documentation available online on the website of the Italian Ministry of Education (Ministero della Pubblica Istruzione).
- Articles from scientific journals and other materials made available by the teacher.