IPLUSO 22146

Numbers, Operations and Mathematical Models

• ApresentaçãoPresentation

  In this degree in Basic Education, the curricular units in the scientific area of Mathematics assume a relevant role. Graduates will be the children's first Mathematics Teachers. Future graduates must have sustained knowledge so that later they will have other skills and competences acquired through working in the different curricular units in the scientific area to work with children from the beginning of their training path. The curricular unit of Numbers, Operations and Mathematical Models aims to deepen, both at the scientific and methodological level, aspects related to the theme of Numbers and Operations and Relational Thinking. The learning of numbers and operations is seen in a broad and articulated way, and not only focused on the use and dexterity with the algorithms. It also contemplates the dimension of the mathematical model as the representation of situations through objects, relationships and structures.
• ProgramaProgramme

  1. Number and numbering. 2. Sets of numbers: natural, integer, rational and real. 3. Arithmetic operations. 4. Directions of number and operations. 5. Relational thinking, relationships and regularities. 6. Clarification of concepts: exercise, problem, investigation, task and activity. 7. Mathematical models.
• ObjectivosObjectives

  Explain the main differences between natural, integer, rational and real number sets; Globally understand numbers and operations in terms of mathematical concepts, techniques, uses and processes; Explain the structure of the positional numbering system, in several bases, and the extension of the base 10 positional system to the representation of decimal numbers; Use different representations of rational numbers, including the number line; Use the properties of operations to make estimates and mental calculations; Search and explore numerical patterns in mathematical situations and investigate numerical relationships; Deepen knowledge in the area of ¿¿Arithmetic and establish connections with other areas of Mathematics; State different types of real-life situations that can be modeled by operations with integers and rational numbers; Solve problems in real life and in the field of Mathematics and communicate your ideas clearly;
• BibliografiaBibliography

  Caraça, B. J.- Conceitos Gundamentais da Matemática. 3ª edição Lisboa: Edições Gradiva. 1998 Palhares, P. (coord.) - Elementos de Matemática para Professores Ensino Básico. 1ª EdiçãoLisboa. Edições Lidel. 2004. ISBN 978 972 757 280 9 Palhares, P.; Gomes, A. e Amaral, E., (coord.) - Complementos de Matemática para Professores do Ensino Básico. Lisboa. Edições Lidel. 2011. ISBN 978 972 757 757 6 Boavida, A.M., Delgado, C., Mendes, F., Brocardo, J., & Duarte, J. (2016). Manual de Matemática para professores do ensino primário. Luanda: Ministério da Educação, República de Angola.  Programa e Metas Curriculares: Matemática Ensino Básico. Lisboa: ME/DGIDC. Ministério da Educação. 2013.
• MetodologiaMethodology

  Methodologies centered on "learning by doing" make the student the center of learning. Thus, the teacher appears as the mediator between the knowledge (the contents) and the different forms of access to the same, expressed in the methodologies.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  7
• NaturezaNature

  Mandatory
• EstágioInternship

  Não