IPLUSO 1738

Didactics of Mathematics

• ApresentaçãoPresentation

  The program of this UC aims at the articulated development of knowledge related to the didactics of mathematics. This UC aims the acquisition by the students of practical references, exploration and investigation – theoretical ones that allow them to build a professional teaching identity whose central characteristic is that of pedagogues – didactics and didactics – pedagogues.  In other words, it is about combining the usefulness of didactic devices and procedures with the knowledge of pedagogical intervention.  It is within this knowledge that future teachers develop the reflective capacity and pedagogical sensitivity that allow them to select, adapt and reconstruct tasks and procedures, in order to guarantee a coherent and consistent intervention with an exploratory teaching.
• ProgramaProgramme

  1.     Promotion practices of learning Mathematics Types of tasks Rules and roles associated with formal learning of mathematics Promoting speeches for the learning of mathematics Teaching Methods for exploration mathematical concepts 2. Analysis of curriculum frameworks for Math Education 3. Numbers Development of number sense The development and valorization of mental calculation; The algorithms work with integers 4. Algebra The development of algebraic thinking Development of variable notion 5.Geometry and Measurement Spatial sense: levels of Van Hile 6. Data and Probability          Projects development to promote statistical education 7. Mathematical Abilities Development of students' mathematical reasoning  Problem solving to support the approach to mathematical knowledge and the mathematical communication  Development of computational thinking  Use multiple representations valuing the verbal expression of ideas and  symbolic language fluency ¿ Development the notion of variable    
• ObjectivosObjectives

  Deepen the mathematical knowledge, teaching in their applications, taking into account the current national and international research in mathematics education and curriculum guidelines used in Portugal. Investigate and analyze professional practices to promote learning in Mathematics. Analyze mathematical tasks, reflecting on them with in a frame of the "consumer" of curriculum materials and mathematically rich, appropriate tasks to the diversity of contexts of learning mathematics. Recognise the importance of exploratory teaching situations and the different stages of their implementation for the development of mathematics learning. Recognize the role of mathematics in the literacy development of children and adolescents, as reflected in the tools for understanding the world.
• BibliografiaBibliography

  Canavarro, A., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M., Correia, P, Marques, P, Espadeiro, R. (2021). Aprendizagens Essenciais de Matemática no Ensino Básico. ME. Portugal. NCTM (2014). Principles to actions: Ensuring mathematical success for all. Reston. VA: NCTM. Ponte, J. P. (2005). Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular (pp.11-34). Lisboa: APM. Santos, E. (2020). Coavaliação ao serviço da regulação da aprendizagem e do ensino da área do paralelogramo. In Educação e Matemática, n.º 158 (20-24). APM. Lisboa. Santos, E., & Santos, L. (2022). How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles. In Lane, C. (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 772-787). PA: IGI Global. DOI: 10.4018/978-1-7998-7271-9.ch039.  
• MetodologiaMethodology

  Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  4
• NaturezaNature

  Mandatory
• EstágioInternship

  Não