IPLUSO 22149

Geometry and Measurement

• ApresentaçãoPresentation

  The Curricular Unit of Geometry and Measurement comprises the consolidation and expansion of students' knowledge in this area of knowledge. As well as, the initiation to the didactic approach of Geometry and Measurement in Preschool Education and Basic Education. In addition to the objectives directly related to the study of Geometry and Measurement and defined from the Intended learning outcomes, it is expected that students will develop their capacity for communication, geometric representation, cooperation and research in Mathematics.
• ProgramaProgramme

  History of Geometry Main aspects of geometry history History of Geometry as an educational resource Identification and classification of geometric figures Identification and classification of polygonal and non-polygonal lines, convex and nonconvex figures Classification of polygons by the number of sides and vertices Regular polygons and irregular polygons External and internal angles of a polygon Study of triangles and quadrilaterals  Circle and circumference Identification and classification of geometric solids Polyhedrons and non-polyhedra Classification and characteristics of prisms and pyramids, cylinders and cones Planning Area Area of regular polygons Area by decomposition Equivalent figures Measures Geometric properties Angles, parallelism and perpendicularity Volumes Volume of prisms and pyramids, cylinders and cones Equivalent solídos Volume units and capacity units Geometric transformations
• ObjectivosObjectives

  Identify and apply in a well-founded way the geometric concepts and procedures of magnitude and measure. Develop an understanding of geometry and its nature with regard to the definition, demonstration and formalization of different mathematical representations. Apply concepts, tools and formulas to determine, using knowledge about processing units, systems and processes.  Identify, define, discuss and evaluate mathematical arguments using different types of reasoning and proof methods articulating with real life.  Solve problems using spatial visualization and reasoning, geometric models and knowledge about shapes, their characteristics and properties, using dynamic geometry environments and establishing a relationship with measurements.  Solve, communicate and interpret mathematical problems, using as different representations and mathematical relationships of a geometric concept or of magnitude and measure.
• BibliografiaBibliography

  Aichele, D., & Wolfe, J. (2008). Geometric structures. New Jersey: Pearson. Breda, A., Serrazina, L., Menezes, L., Sousa, H., & Oliveira, P. (2011). Geometria e medida no ensino básico. Lisboa: ME-DGIDC. Caraça, B. (2000). Conceitos fundamentais da Matemática. Lisboa: Gradiva. Haylock, D. (2010). Mathematics explained for primary teachers. London: Sage. Mendes, F. & Delgado, C. (2008). Geometria - Textos de Apoio para Educadores de Infância. Lisboa: ME-DGIDC.  NCTM (2017). Princípios para a ação: assegurar a todos o sucesso em matemática. Lisboa: APM Palhares, P.  (coord.) (2004). Elementos de matemática para professores do ensino básico. Lisboa: Lidel.  Veloso, E. (2012). Simetria e transformações geométricas. Lisboa: APM.    
• MetodologiaMethodology

  The use of digital educational tools is planned, such as presentations, edpuzzle, flipgrip, genially and geogebra, for example. Classes will be based above all on active methodologies: project-based and problem-based learning, as well as flipped classes.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  7
• NaturezaNature

  Mandatory
• EstágioInternship

  Não