Course Topics
See the individual course modules

Teaching format
Lectures and laboratories.

Educational objectives
Disciplinary skills Knowledge and understanding: Critical knowledge of the fundamental content of mathematics in primary school Mastery of the language of mathematics and science. First elements of knowledge of the theoretical constructs of mathematics education Knowledge of the main documentation and reference sites Critical knowledge and understanding of the general and theoretical foundations of biology and chemistry, linked to everyday life experiences consistent with the age of the children; knowledge of the disciplines' own research methods, including those applied to school contexts. Ability to apply knowledge and understanding: Ability to read concrete classroom situations related to mathematics in primary school. Ability to interpret children's mathematical productions in both IS and SP Ability to interpret assessment results in mathematics Ability to design teaching interventions concerning basic chemistry and biology topics that actively involve the class group, with its specificities Ability to promote intrinsic motivation in pupils to chemistry and biology problems related to everyday life situations Ability to work in groups for the planning, organisation and verification of educational-didactic interventions in the field of chemistry and biology. Transversal/soft skills Autonomy of judgement: Ability to recognise the validity of teaching paths in mathematics and chemical and biological sciences, observed during the internship or read in books, manuals, teaching guides Ability to recognise the coherence and validity of materials for the teaching of mathematics and chemical and biological sciences on the web Ability to recognise correct arguments, procedures and demonstrations Ability to analyse and evaluate protocols (films, papers, oral and written productions) of students Ability to reflect autonomously and critically on acquired chemical-biological skills and the contents of disciplinary teaching; Communication skills: Reporting of teaching activities Communication both orally and on online platforms with colleagues Ability to discuss student papers Ability to lead students to a conscious use of language Ability to argue about basic aspects of the disciplines of chemistry and biology and their teaching in a clear, effective and cross-science manner. Ability to learn: Acquire the ability to learn from the environment in which one will be placed, analysing materials, documentation of experiences, protocols, assessment results Acquire the ability to learn by interacting with peers Possess skills that can be used in study strategies for lifelong learning and have the ability to find sources to update and deepen them.

Assessment
Written test (3 hours total working time) and project works. The content of the lectures in mathematics education and biology and chemistry education is assessed in a written examination, aimed at the verification of the basic disciplinary knowledge required for teaching in kindergarten and primary school and the ability to analyse and interpret situations by critically using materials. Performance in the laboratories is assessed on the basis of assignments/reports/works, which must be completed outside of laboratory sessions by the specified deadlines. Active participation in the laboratories is required. As a consequence of the number of ECTS foreseen for each module and the necessary rounding, the written test in Mathematics counts for 11/30 in the final grade, the activities carried out in the Mathematics laboratory for 5/30, the written test in Biology and Chemistry for 9/30 and the activities carried out in the Biology and Chemistry laboratory for 5/30. In the event of a failing grade for the entire course exam, any partial examinations taken with a positive result will be considered as already passed at the next attempt to take the entire course examination. It should be borne in mind that, even in this case, a negative mark for the entire course exam will be counted towards the number of attempts available to take an examination. According to the Examinations Regulations, if a student fails an examination in three consecutive attempts, he/she may not register for the same examination in the three sessions following the last attempt (Art. 6, para. 4 of the current Regulations for Proficiency Examinations).

Evaluation criteria
In the written test, students will be required to be familiar with the Provincial and National Indications for the first cycle of education; to critically master the contents, also in teaching and learning situations; to adequately use some theoretical constructs to analyse classroom situations, teaching materials, student protocols, survey and assessment results. In reports and laboratory applications, students must show that they can apply the acquired notions and that they can present and defend their work. Assessment criteria: knowledge of the required content, logical structure, clarity and coherence of argumentation, formal and linguistic correctness.