Course Details

1. Describe the development of mathematical thinking in respect to the theories of cognitive development such as the neo-piagetian perspective.
2. Explain the impact of cognitive processes such as working memory and processing efficiency on mathematical performance.
3. Critically analyze the relation of cognitive processes with metacognitive and affective processes in the learning of mathematics and propose suggestions for the improvement of self-regulation on the learning of mathematics.
4. Design and implement mathematics lessons by respecting different thinking and cognitive styles (holistic vs analytic).
5. Design and implement mathematics lessons that integrate mathematical models in order to understand the conceptual change in respect to different mathematical concepts.
6. Evaluate mathematics education curricula proposed from time to time by relating it with contemporary research trends.

·    Cognitive growth in mathematics.  The stages for the development of the mathematical thinking.

·    Cognitive and didactic obstacles. Misconceptions and misunderstandings.

·    Different forms of mathematical understanding.

·    Concepts and methods in mathematics teaching and learning.

·    Notion of abstraction and their influence on the development of mathematical concepts.

·    Neo-piagetian perspective on the teaching of mathematics.

·    Working memory and processing efficiency in relation to mathematical performance.

·    Intuitive rules and mathematical understanding.

·    The affective and the metacognitive domain in mathematics. Beliefs, attitudes, self-efficacy beliefs. Self-regulation and the mathematical problem solving.

·    Stages for the development of geometrical thinking. The use of technology for the misunderstandings and misconceptions in stereometry.

·    Cognitive styles, mathematical models and the multiple representation flexibility.

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