Course Topics
See the individual course modules.

Teaching format
Lectures and laboratories (for details, see the descriptions of the individual modules)

Educational objectives
Knowledge - the subject-specific and subject-didactic foundations, in particular the subject-immanent structures and cross-age developmental lines that must be observed in order to support children's learning processes in maths (in the content areas of fractions and decimals, space and shape or plane and space; quantities including time; factual arithmetic; data and predictions, taking into account the promotion of general, process-related mathematical competences as well as in physics from kindergarten to secondary school. - the role, significance and limits of scientific and mathematical approaches to solving factual problems - of application tasks that are suitable for thematising the content addressed in inclusive kindergartens and primary schools, combined with current didactic concepts for dealing with them in kindergarten and primary school Skills - to recognise and use the potential of games and everyday situations in kindergarten for mathematical and scientific learning in the content areas addressed in the module - to analyse, plan and design learning-promoting support for learning processes in kindergarten and school lessons in mathematics (in the content areas "Recognising temporal order and understanding and using time" and "Quantities", "Experiencing, understanding and using time") in a technically and didactically sound manner. "Quantities", "Experiencing, describing and measuring space and form" and "Plane and space", "Arithmetic", "Data and predictions" and "Fractions and decimals") and physics on the basis of the framework guidelines for kindergarten and primary school in South Tyrol with a view to the interdisciplinarity required in kindergarten and primary school - for the qualitative, process-orientated recording of learning levels and for dealing with heterogeneity in a way that promotes learning in the content areas covered in the module Expected learning outcomes and competences: Knowledge and understanding Basic specialist knowledge and fundamental insights into elementary mathematical and scientific structures and interrelationships in the content areas covered, with consistent consideration of the general mathematical skills of problem solving, communication, representation, argumentation and modelling/mathematics Knowing and understanding current development models for the acquisition of competences in the content areas covered Knowing and understanding the educational goals of the framework guidelines for kindergarten and primary school related to the content areas covered as well as basic didactic concepts that are suitable for achieving them Application of knowledge and understanding Expertise in solving tasks relevant to kindergarten, primary and secondary school in the content areas covered in different ways and in justifying the correctness of such different solutions Expertise in planning, implementing and evaluating qualitative, process-oriented learning assessments in the content areas covered Expertise in planning settings that promote learning in the content areas covered, taking into account heterogeneous learning requirements Judgement Competence in the technically and didactically sound assessment of the potential of everyday and play situations for maths and science education in kindergarten as well as of tasks, exercise forms and learning environments as well as methods and didactic materials for the further development of maths and science skills in primary school with reference to the content covered Communication The ability to present the mathematical and scientific content and interrelationships dealt with precisely and appropriately to the target audience in both specialised and everyday language Competence to present one's own thought processes and solution strategies in an intersubjectively comprehensible way Knowledge of the importance of linguistic competences for mathematical and scientific learning in the content areas covered and of suitable forms of promoting these in kindergarten and primary school Learning strategies Further development of cross-content and content-specific problem-solving strategies Further development of the ability to independently acquire and deepen subject-specific and didactic content

Assessment
The final written exam (3 hours) in two parts (didactics of mathematics, didactics of physics) covers the content covered in the four parts of the course. Within the exam, the tasks are explicitly assigned to either the lectures or the laboratories.

Evaluation criteria
In order to successfully complete the course, all four sub-courses must be passed individually. If this condition is met, the performance in the four sub-courses will be taken into account in the overall assessment in proportion to the weighting of each sub-course in the overall course. The performance assessment of the written examination takes into account content and linguistic correctness, accuracy, and clarity, in particular the application of the content taught in the course when completing the examination tasks (transfer performance); correct use of technical language; reference to specialist literature; depth and comprehensibility of the required reflection and argumentation. For the performance assessment in the laboratory for mathematics didactics, a written term paper is also taken into account, the content of which is published in writing on the corresponding learning platform at the beginning of the semester. The term paper must be uploaded to the OLE learning platform within the specified deadline. The criteria for assessing the term paper are the same as those for the written exam. In the event of a negative assessment of the course, any positively assessed partial examinations will be credited the next time the course is taken. Please note, however, that even in this case, a negative assessment will count toward the number of examination attempts. According to the examination regulations, failing the course three times will result in a three-term ban from taking the examination.