|Tipo di tesi||Tesi di dottorato di ricerca|
|Titolo||I beliefs sull’insegnamento della matematica degli insegnanti in formazione, tra cultura e Lesson Study: uno studio sugli studenti di Scienze della Formazione Primaria della sede di Reggio Emilia|
|Titolo in inglese||Primary pre-service teachers’ beliefs on mathematics teaching, between culture and Lesson Study: a research about the students of the degree course in Scienze della Formazione Primaria sited in Reggio Emilia|
|Settore scientifico disciplinare||MAT/04 - MATEMATICHE COMPLEMENTARI|
|Corso di studi||SCIENZE UMANISTICHE|
|Data inizio appello||2019-09-16|
|Disponibilità||Accessibile via web (tutti i file della tesi sono accessibili)|
Lo studio qui presentato riguarda il percorso formativo degli studenti di Scienze della Formazione Primaria della sede di Reggio Emilia, e ha in particolare come oggetto i beliefs di questi studenti relativamente all’insegnamento della matematica.
The present study is concerning with primary pre-service teachers’ education, in particular of those ones attending the degree course in Scienze della Formazione Primaria sited in Reggio Emilia (Italy), and it is focused specifically on their beliefs about mathematics teaching. This work is placed among those researches in Mathematics Education dealing with pre-service and in-service teachers’ education, and in particular those dealing with affective aspects characterising their relationship with mathematics, both as a subject to study and as a subject to teach. We focused on a particular affective aspect, i.e. pre-service teachers’ beliefs on mathematics teaching, and on a particular population, i.e. primary pre-service teachers attending the degree course in Scienze della Formazione Primaria sited in Reggio Emilia. This course, in specific, is characterized by a strong interest in cultural issues in Mathematics Education and it has been the first Italian university to provide the opportunity for pre-service teachers to know and to experiment Lesson Study – a work method coming from Eastearn countries, which allows a continuous process of education for pre-service and in-service teachers. Our aim is to understand if some changes in pre-service teachers’ beliefs on mathematics teaching happened, and if so, what kind of changes, in relation with experiences and courses to be found within the aforementioned degree course. The study consists mainly in a qualitative analysis of narrative material, collected through open-endend questionnaires and interviews, comparing different cohorts attending the same year course, or the same cohort attending consecutive years of their university education. This research aims also to underline the need to reconsider cultural issues within the research in Mathematics Educaton, in particular research about beliefs. Starting from the framework of Cultural Transposition, we claim that Lesson Study as an educational instrument addressed to pre-service teachers can be a means through which they can reach a deeper awareness of their cultural beliefs. Therefore, part of our inquiry will be dedicated to the analysis of pre-service teachers’ beliefs about mathematics teaching and their changes in relation to Lesson Study experiences they participated in during their education.