Galileo

Prof. Loredana Rossi - Mathematics

Prof. Loredana Rossi holds a degree in Mathematics from the University of Trieste, has obtained the qualifications to teach science and mathematics for lower secondary schools, mathematics, mathematics and physics and applied mathematics for lower secondary schools. She took up her role in 1986 and has been a mathematics teacher at the Galilei since 2000. During the 35 years of teaching she has attended numerous refresher and training courses. Since 2005 he has been a member of the Didactic Research Unit of the Mathematics Department of the University of Trieste, he has published several articles on mathematics didactics in specialized journals and held some seminars and workshops on behalf of the University of Trieste.

Prof.ssa Paola Diener - Physics  

Prof. Paola Diener graduated in Theoretical Physics at the University of Naples. She obtained a Master's degree in Mathematical Physics at SISSA in Trieste. In 2000 he obtained the qualification to teach mathematics, physics, electrical engineering and mathematical sciences in middle schools (ordinary competition). She obtained the role as winner of the ordinary competition first in middle school (2000) and later in high school (2004). Since 2006 he has been in service as a teacher of Mathematics and Physics at the Liceo Galilei, where he held the position of head of the Macroarea and then of the Galileo Department since 2009.

Mission of the Department

In the cognitive development of the student, the general skills of scientific disciplines, i.e. the operations of thought that must be developed, are: abstracting, comparing, understanding texts and problems, communicating clearly by mastering the technical vocabulary, planning, making hypotheses and demonstrating their truth or disproving them.

It is also important to highlight the cultural role of scientific disciplines as an integral and essential part of the historical course of humanity and of its thought.

From the two-year period to the three-year period the skills do not change, the gradients of difficulty and the specific contents of each year of the course change: the curricula proposed therefore must also be read vertically.

The vision that the department has of the student is not that of the one who simply has to acquire notions, but of a student who has to learn to use them to solve problems, with ever greater autonomy. The teacher's role is therefore not simply to transmit, but also to facilitate the student in the process of understanding and elaboration.

Consequently, in dealing with the various themes, reference is made to situations in which they must be taken up over the years and dealt with in contexts of increasing difficulty; in tackling the conceptual nodes, laboratory-type methodologies are also used, meaning by "laboratory" not only and not so much a physical place, but a way of working, based on continuous interaction between teacher and pupils and between pupils.

The department makes its choices by favoring shared paths both in the construction of common final tests and in the comparison between teachers in relation to project activities aimed at the entire school community.

Educational goals

At the end of the study programme, in addition to achieving the common learning outcomes, students will have to:

• have acquired a balanced cultural education in both the linguistic and scientific fields, understanding the fundamental nodes of the development of thought, also in the historical dimension, and the links between the methods of knowledge of mathematics and the experimental sciences;
• understand the supporting structures of the argumentative and demonstrative procedures of mathematics, also through the mastery of the logical-formal language, showing the ability to use them in particular in identifying and solving problems of various kinds (problem-posing and problem-solving);
• knowing how to use calculation and representation tools for modeling and problem solving;
• have achieved a secure knowledge of the fundamental contents of the physical sciences, also through the systematic use of the laboratory, and a mastery of the specific languages and methods of investigation typical of the experimental sciences;
• be aware of the reasons that have produced scientific and technological development over time, in relation to the needs and demands for knowledge of different contexts, with critical attention to the technical-application and ethical dimensions of scientific achievements, especially the more recent ones;
• knowing how to grasp the potential of applications of scientific results in everyday life.