Syllabus
1. From manipulation to imagination. Transfer of representations from physical models through pictures, icons, symbols to images.
2. Teaching arithmetic and geometry from the point of view of a) objects, b) tools a c) educational strategies. Historical view.
3. Organisation of the set of phenomena and of processes. Mainly classification, schematisation, hierarchisation.
4. Direct and dialogue educational strategy. Transmission and constructivist teaching style.
5. Mistake as a didactic phenomenon. Pupils' mistakes, teachers' mistakes.
6. Individualisation. Its two dimensions. Vygotsky's zone of proximal development.
Annotation
Continuation of the course of Didactics of mathematics with teaching practice is focused on deep understanding of didactics of mathematics. It is supposed that students connect their knowledge and experience from their study of pedagogical and psychological disciplines, mathematics and its didactics and practice.