Course Identification
Didactics of Mathematics
Lecturers and Teaching Assistants
Dr. Avital Elbaum-Cohen
Course Schedule and Location
Thursday, 09:00 - 12:00
06/11/2022
Field of Study, Course Type and Credit Points
Science Teaching -Teaching Certificate: Lecture; Obligatory; Regular; 0.00 points
Attendance and participation
Required in at least 80% of the lectures
Evaluation Type
No final exam or assignment
Estimated Weekly Independent Workload (in hours)
Syllabus
The course will focus on various aspects of teaching mathematics:
- Processes of student learning
- Integration of domains
- The National Syllabus in Mathematics
- Learning activities
- Learning materials
- Use of technological tools and assessment methods
The course will be conducted in four strands
- The teaching of geometry
- The teaching of beginning algebra
- The teaching of calculus
Learning Outcomes
Upon successful completion of this course- students should be able to:
- Use teaching and assessment strategies.
- Apply research findings in classroom situations.
- Use technological applications in teaching mathematics.
- Master the National Syllabus of Mathematics for schools.
- Design student activities.
- Cope with issues in teaching various mathematical domains.
Reading List
- Hershkowitz, R.: The acquisition of concepts and misconceptions in basic geometry - or when "A little learning is dangerous thing". In J. D. Novak (Ed): Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Vol. III, pp. 238-251, 1987.
- Fischbein, E. and Kedem, I.: 1982, ?Proof and certitude in the development of mathematical thinking?, in A. Vermandel (Ed.), Proceedings of the Sixth International Conference for the Psychology of Mathematics Education, Antwerp, Belgium, pp. 128-131.
- Hanna, G.: 1990, ?Some pedagogical aspects of proof?, Interchange, 21(1), 6-13.
- Laborde, C.: 1995, ?Designing tasks for learning geometry in computer-based environment, the case of Cabri-g?om?tre?, in L. Burton and B. Jaworski (Eds.), Technology in Mathematics Teaching - A Bridge Between Teaching and Learning, Chartwell-Bratt, London, pp. 35-68.
- Hershkowitz, R., Arcavi, A., & Bruckheimer, M.: Reflections on the status and nature of visual reasoning - The case of matches. International Journal of Mathematical Education in Science and Technology. Vol. 32 (2), pp. 255-265,
- Gravemeijer, K. P.: 1998, ?From a different perspective: Building on students? informal knowledge?, in R. Lehrer and D. Chazan (Eds.), Designing Learning Environments for Developing Understanding of Geometry and Space, Lawrence Erlbaum Associates Hillsdale, NJ, USA, pp. 45-66.
- Friedlander, A., & Arcavi, A.Practicing Algebraic Skills: A conceptual approach. Mathematics Teacher, 105(8), 608-614.
- Taylor, C.S., & Bidlingmaier, B. (1998). Using scoring criteria to communicate about mathematics. Mathematics Teacher, 91, 416-425.
- Additional reading will be provided.