Course Topics
Knowledge of the fundamental elements of planning a teaching activity and the main collections of teaching experiences in mathematics Critical knowledge of the fundamental elements of teaching physical sciences in pre-school and primary school as set out in the Provincial Directions of the Autonomous Province of Bozen/Bolzano, the National Directions for the Curriculum and the PAT Guidelines. Knowledge of the fundamental elements of planning interdisciplinary teaching activities and teaching experiences in the physical sciences. Capacity Ability to design a teaching-learning pathway in mathematics adapting to the context situation Ability to formatively evaluate learning in mathematics Ability to read and interpret everyday life situations in scientific terms Ability to find, criticise, use, modify and develop materials for work in situations involving the physical sciences. Ability to design interdisciplinary teaching/learning paths in physical sciences adapting to the context situation.

Teaching format
Interactive lectures with games, exercises, and simple experiments from the lectern. Group laboratory experiences with final report. Preparation of learning units.

Educational objectives
Disciplinary skills Knowledge and understanding Educational knowledge relating to mathematics and physics in pre-school and primary school, with attention to interdisciplinary links. Knowledge of the main factors of disorder, discomfort and difficulty in learning mathematics (dyscalculia, dysgraphia, ...) Knowledge of the main theoretical constructs of mathematics didactics (didactic contract, epistemological obstacle, cognitive unity between arguing and demonstrating, collective discussion, ...) Knowledge of the main characteristics from a disciplinary point of view of the main standardised surveys Knowledge of group dynamics during children's mathematical activity. Knowledge of the main natural conceptualisations in the interpretation of physical reality and their development in the direction of a scientific approach to reality. Ability to apply knowledge and understanding: Design learning paths in mathematics and physics. Analysing teaching situations, pupil protocols, standardised test questions, parts of textbooks. Analysing an artefact for learning-teaching mathematics in pre-school and primary school. Analysing a textbook or teaching proposal made by others. Search for material to construct a didactic path in relation to a learning objective. Set up learning environments appropriate to the age of the learners Prepare inclusive learning environments with respect to pupils with disabilities, specific learning disorders, difficulties. Transversal/soft skills Autonomy of judgement: Recognise the validity of teaching paths in mathematics and physics observed during the placement, in textbooks, manuals and teaching guides Recognise the validity of materials on the Internet Critically analyse and evaluate student protocols (papers, films) and class discussions Communication skills: Presenting a teaching project. Present an analysis of teaching paths or textbooks or tests. Communicate and share resources with colleagues both orally and online. Make appropriate use of digital technologies to communicate in class and with colleagues and to document Manage learning situations in multilingual contexts Learning skills: Acquire the ability to learn from one's environment by analysing materials, documentation, protocols and standardised assessment results.

Assessment
MATHEMATICS: Written and project teaching Written with verification of the ability to analyse and design teaching situations using materials critically Teaching project carried out in a group with an application paper PHYSICS: Oral with discussion of materials produced individually and in groups and questions on all topics covered in the lecture. The module mark is composed of the marks of the individual parts (lectures and mathematics laboratory, lectures and physics laboratory) weighted against the relevant number of CFUs. The four parts must be passed individually with a mark of no less than 60%. In the event of a failing grade for the entire module, any parts successfully passed will be considered as already passed on the next attempt to take the entire module examination. It should be borne in mind that, even in this case, a negative mark for the entire module 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
MATHEMATICS: Written test and laboratory project work: Analysis of protocols and materials. Design of teaching situations. In the written exam, students will be asked to be familiar with the Provincial Indications and the relationship between these and the National Indications for the first cycle of education of the Italian Republic; to critically master their contents in teaching and learning situations; to adequately use theoretical constructs to analyse classroom situations, teaching materials, students' protocols, survey and assessment results. In the project work, students are expected to demonstrate their ability to apply the acquired notions and to be able to present and defend their work. Assessment criteria: knowledge of the required content, logical structure, clarity and coherence of argument, formal and linguistic correctness. PHYSICS: Oral examination - discussion of course content and materials produced. In the materials produced and handed in prior to the call, students must show that they are able to apply the acquired notions and that they are able to present and defend their work. Assessment criteria: knowledge of the content covered in class, logical structure, clarity and coherence of argument, formal and linguistic correctness. The written examination in Mathematics counts 4/10 in the final grade; the laboratory project work in Mathematics 2/10; the oral examination in Physics 2/10 and the materials produced in the Physics laboratory 2/10.