IPLUSO 22160

Problem Solving, Communication and Mathematical Reasoning

• ApresentaçãoPresentation

  The curricular unit Problem Solving, Communication and Mathematical Reasoning aims to provide future teachers with a deepening of knowledge, both conceptually and methodologically, in order to develop, in students, problem solving as a mathematical capacity as well as mathematic reasoning and mathematic communication. Valuing, in this way, critical thinking and originality and providing enriching experiences supported by its exploration and research activities.
• ProgramaProgramme

  1- Problems and resolution strategies 1.1. What's a problem? 1.2. Different types of problems 1.3. Strategies   2- Formulation of problems 2.1. Problem formulation strategies 2.2. Selection and enrichment of tasks that involve problems   3- Connections within Mathematics itself 3.1. Connections between Geometry and Number 3.2. Connections between Geometry and Measurement 3.3. Connections between Numbers and Algebra   4- Problem solving and the ability to reason and communicate mathematically 4.1. Learning with understanding through the formulation and validation of conjectures 4.2. Learning with understanding through sharing the way of thinking about mathematical ideas and processes. 4.3. Argumentation in Mathematics: characteristics and meaning. 4.4. Representations and language.
• ObjectivosObjectives

  a- Develop the understanding of different mathematical topics, as well as the use of this knowledge in solving problems in different contexts. b- Develop reasoning habits with problem solving, through connections between mathematical topics and mathematical communication. c- Analyse and discuss resolutions of basic education students' problems as a starting point to understand the importance of representation in explaining reasoning and mathematical communication. d. Develop the ability to solve and formulate problems.   At the end of the process, students should be able to: 1. Recognize what a problem is. 2. Distinguish different types of problems. 3. Develop different strategies for the same problem 4. Anticipate different strategies for solving the same problem 5. Establish connections between Mathematics topics in problem solving
• BibliografiaBibliography

  Canavarro, A.P., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M.J., Correia, P., Marques, P., Espadeiro, G. (2021). Aprendizagens Essenciais da Matemática para o Ensino Básico. Lisboa: ME. Har, Yeap, (2013).  Teaching to Mastery-Bar Modeling A Problem-solving Tool. Marshall Cavendish Int (S) Pte Ltd, Singapore NCTM (2007). Princípios e Normas para a Matemática Escolar. Lisboa: APM. Polya, G. (2003). Como resolver problemas. Lisboa: Gradiva. Posamentier, A. & Krulik, S. (2009). Problem Solving in Mathematics, Grades 3-6: Powerful Strategies to Deepen Understanding. Corwin Press. Verschaffel, L. (2010). Use of Representations in Reasoning and Problem Solving: Analysis and Improvement. Routledge. Whimbey, A., Lochhead, J. & Narode, J. (2013). Problem Solving and Comprehension. Routledge  
• MetodologiaMethodology

  The methodology applied will be based on exploratory teaching. This was consubstantiated in the activities presented below. -Execution and discussion of different problems. -Analysis of preschool, 1st and 2nd cycle students' resolutions in different problems. -Critical reading of author texts about problem solving. The evaluation of the Curricular Unit is developed in the dimensions of formative and summative evaluation. Formative assessment: the works carried out by the students will be subject to a critical analysis by the professor, with the inclusion of written feedback, providing reflection and reformulation. This process puts students in front of the error as an ally developing more meaningful learning.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  5
• NaturezaNature

  Mandatory
• EstágioInternship

  Não