This contribution is centred on a case study of collaborative teaching, carried out among Upper Secondary School Math teachers. Here we present the context, the forms of the implemented collaboration and the effects that derived from the collaborative teaching. The used investigation tool was the semi-structured interview aimed to induce teachers to gradually reflect on their self and their teaching modus operandi. From the qualitative analysis emerged that collaborative teaching integrated different ways of teaching; it has been a stimulus for a etching “revision” and the possibility to improve the didactic-educational practice. For all teachers this way to define the teaching activities was a valuable “tool” to see mathematics as part of a unified knowledge, creating bridges between scientific and humanistic disciplines, in terms of content and methods.

Benedetto Di Paola, Donatella Maria Collura (2020). Collaborative Teaching in the Italian "Liceo Matematico": A Case Study of Co-Planning and Co-Teaching. In H. Borko, D. Potari (a cura di), Teachers of Mathematics Working and Learning in Collaborative Groups - ICMI Study 25 Conference proceedings (pp. 278-285). Lisbon : INTERNATIONAL COMMISSION ON MATHEMATICAL INSTRUCTION EDITORS.

Collaborative Teaching in the Italian "Liceo Matematico": A Case Study of Co-Planning and Co-Teaching

Benedetto Di Paola
;
Donatella Maria Collura
2020-01-01

Abstract

This contribution is centred on a case study of collaborative teaching, carried out among Upper Secondary School Math teachers. Here we present the context, the forms of the implemented collaboration and the effects that derived from the collaborative teaching. The used investigation tool was the semi-structured interview aimed to induce teachers to gradually reflect on their self and their teaching modus operandi. From the qualitative analysis emerged that collaborative teaching integrated different ways of teaching; it has been a stimulus for a etching “revision” and the possibility to improve the didactic-educational practice. For all teachers this way to define the teaching activities was a valuable “tool” to see mathematics as part of a unified knowledge, creating bridges between scientific and humanistic disciplines, in terms of content and methods.
Settore MAT/04 - Matematiche Complementari
http://icmistudy25.ie.ulisboa.pt/wp-content/uploads/2020/01/1.6.2020ICMIPreProceedings.pdf
Benedetto Di Paola, Donatella Maria Collura (2020). Collaborative Teaching in the Italian "Liceo Matematico": A Case Study of Co-Planning and Co-Teaching. In H. Borko, D. Potari (a cura di), Teachers of Mathematics Working and Learning in Collaborative Groups - ICMI Study 25 Conference proceedings (pp. 278-285). Lisbon : INTERNATIONAL COMMISSION ON MATHEMATICAL INSTRUCTION EDITORS.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/400775
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