Didactics of Mathematics in the 1st Cycle
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Recommended Prior Knowledge
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Objectives
By the end of this curricular unit, students will be able to:- To know the didactics of mathematics’ basic conceptual tools to teach in primary education (6 to 10);- Develop the ability to analyze the teacher's professional practice and reflect on issues inherent to this practice, particularly with regard to teaching and learning situations in Mathematics and its articulation with other curricular areas in primary education;- Develop autonomy, the ability to work collaboratively and to take on a perspective of permanent training and development in their future professional practice.
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Teaching Methods
The work to be carried out within this course adopts an active learning approach, with students-either individually or in groups-engaged in activities designed to deepen their knowledge of the specified topics and to develop their critical thinking, creativity, and innovation. In particular, the course aims to deepen pedagogical knowledge related to the program’s content. Activities include: discussing teaching texts, analyzing documents, and exploring and analyzing the potential of tasks, hands-on materials, and digital technologies, particularly digital educational resources (DERs), such as platforms or interactive tools. The learning achieved is applied to the planning of tasks and ways to implement them. Tutorial support consists of guidance and organization of study on the various topics, as well as the clarification of questions arising from the study.
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Internship(s)
Não
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Syllabus
The teaching and learning of numbers and operations, algebraic thinking, geometry and measure and data analysis in primary education (6 to 10 years old). • Mathematical concepts and notions that support each student's development and fundamental learning milestones; • Teaching mathematics based on what each student knows and is able to do; • Exploratory teaching in the mathematics classroom; • Mathematical tasks: types, nature, articulation and potential; • Curricular and non-curricular materials that the teacher can use and/or adapt for teaching and learning mathematics in elementary school, supporting pedagogical differentiation in the classroom. Planning Math lessons in primary education • themes, topics, subtopics learning objectives and the teacher's strategic actions; • practices for orchestrating productive collective discussions; Digital technologies in the primary classroom: intentionality, organization, and appropriateness.
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Content Explanation
The main aim of this Curricular Unit (CU) is to support the construction of the future primary school teacher's didactic knowledge of mathematics, and it focuses on the didactic themes associated with the mathematical topics and subtopics of this cycle's Essential Learning, which include transversal mathematical skills. The syllabus focuses on the key issues in the didactics of 1st cycle mathematics. Associated with the learning of these mathematical topics and subtopics, milestones in their evolution are identified, curricular documents and materials - tasks, manipulatives, and interactive digital materials (digital games, applets, and specific educational software) - that can support student learning are analyzed, strategies for pedagogical differentiation in mathematics are discussed and lesson plans are constructed.
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Methodology Explanation
The expected learning is located at four levels: adequately use the current curricular guidelines for teaching Mathematics in the primary school (Essential Mathematics Learning); mobilize ideas and concepts from fundamental mathematics teaching to outline meaningful contexts for learning Mathematics in the elementary school; present a critical attitude based on the analysis of texts and episodes worked on at the CU and use the knowledge acquired judiciously and critically. The activities to be developed in this CU include discussion of articles focused on teaching and learning in elementary school, the exploration and analysis of the intentionality of mathematical tasks, the exploration and analysis of the suitability of manipulable materials, and the exploration of digital games, applets, and specific educational software. The analysis of the mathematical tasks that are proposed to the students begins with their resolution. The way that teachers explore these tasks with students will be based on exploratory teaching. From a perspective of pedagogical isomorphism, this option aims to allow students to experience the various phases of this approach, so that they can implement it in their future professional practice. In addition to solving and analysing mathematical tasks, students are involved in their adaptation/design and in the construction of instructions on how to explore them, which reflect the official curricular guidelines for the primary school, and which allow differentiated learning in mathematics.
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Responsible Lecturer(s)
Maria de Fátima Pista Calado Mendes - 1.º Semester
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Bibliography
Breda, A., Serrazina, L., Menezes, L., Oliveira, P., & Sousa, H. (2011). Geometria e medida no ensino básico. DGIDC. Canavarro et al. (2021). Aprendizagens Essenciais de Matemática no Ensino Básico. DGE. Haylock, D. (2024). Mathematics explained for primary teachers. Sage. Martins, G., & Ponte, J. (2011). Organização e tratamento de dados. DGIDC. Mestre et al. (2023). AE em Matemática para o EB. Coletânea de tarefas. 1.º ano. DGE. Mestre et al. (2024). AE em Matemática para o EB. Coletânea de tarefas. 2.º ano. DGE. Canavarro et al. (2022). AE em Matemática para o EB. Coletânea de tarefas. 3.º ano. DGE. Guerreiro et al. (2023). AE em Matemática para o EB. Coletânea de tarefas. 4.º ano. DGE. NCTM (2007). Princípios e Normas para a Matemática Escolar. APM. NCTM (2017). Princípios para a ação: assegurar a todos o sucesso em matemática. APM. Ponte, J., Branco, N., & Matos, A. (2009). Álgebra no ensino básico. DGIDC. Recursos diversos em https://aem.dge.mec.pt/pt/recursos
Course details
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Code
02102860
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Teaching Mode
PRESENCIAL
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ECTS
4.0
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Duration
Semestrial
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Hours
12h Orientação Tutorial
4h Seminário
32h Teórico-Práticas
Conteúdo atualizado em 21/03/2025 15:46
CONTACTS
Escola Superior de Educação
Campus do IPS, Estefanilha
2914-504 Setúbal, Portugal
Telephone: +351 265 710 800
E-mail: info@ese.ips.pt
Academic Services: suporte.ips.pt
LINKS
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