Recommended Prior Knowledge

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Objectives

By the end of this course, students will be able to:
• Recognise the importance of integrating knowledge associated with mathematics, Portuguese, and citizenship for the holistic development
and learning of pupils in the first cycle of education.
• Understand and experience processes and practices related to the exploration of children's stories from an integrative perspective of
knowledge.
• Design, develop, and evaluate proposals for tasks that integrate the areas of mathematics and Portuguese, considering their applicability
to different educational contexts and the development of students' citizenship.
• Promote the application of innovative pedagogical strategies for teaching mathematics and Portuguese, using children's stories, with the
aim of fostering inclusion and the practice of citizenship in the school context.
• Recognise and explore the potential of Artificial Intelligence (AI) tools in supporting the creation of innovative pedagogical proposals.

Teaching Methods

The specific methodologies of this course are aligned with the principles defined in the ESE/IPS_2023 Pedagogical Model, which includes the IPS Guidelines (LOEC), particularly with regard to the development of transferable skills. The work carried out throughout this Course Unit (CU) adopts an approach centered on active learning, engaging students in experiences that allow for the deepening and construction of knowledge related to the integration of Mathematics, Portuguese, and Citizenship Education.

In addition to the interactive exhibition and discussions aimed at exploring key concepts related to the meaning and potential of integrative tasks, this course emphasizes student engagement in practical activities developed collaboratively. Throughout the course, students will be invited to work in groups on activities that integrate mathematics, Portuguese, and citizenship education. The course also incorporates methodologies for guided research and critical analysis of information, specifically through the selection of credible sources, database research, the organization of collected information, and the preparation of written justifications for the topic and problem under study. Particular importance is also placed on the analysis and interpretation of data, as well as cross-referencing it, in order to identify points of consensus and divergence and to support the design of the proposal to be developed. This process also includes the guided use of AI to explore the topics, accompanied by critical discussion, promoting a reflective and pedagogically grounded use of these tools.

The course unit includes opportunities for oral presentations, peer discussion, and feedback from instructors, encouraging students to articulate their reasoning, review the choices they have made, and progressively refine the projects they have developed. In parallel, tutorial support sessions are scheduled, specifically in follow-up sessions, aimed at clarifying doubts and guiding the groups’ work. Taken together, these methodologies aim to promote participatory, reflective, and sustained learning, fostering connections between Mathematics, Portuguese, and Citizenship Education, as well as the development of research, analysis, collaboration, communication, and pedagogical intervention skills.

Internship(s)

Não

Syllabus

• Integrative tasks: Meaning, potential, and challenges;
• Intra- and interdisciplinary relationships: Portuguese and mathematics;
• The potential of children's books, particularly their images, in the integration of knowledge and as a means of reading and interpreting the
world;
• Planning, intervention, and evaluation of integrative tasks.

Content Explanation

This unit aims to promote the development of students' transversal skills, engaging them in a formative process of curriculum integration,
counteracting the traditional compartmentalisation of scientific areas. In particular, it focuses on the possibilities of integrating two scientific
areas – Mathematics and Portuguese – which are typically not included together in interdisciplinary didactic-pedagogical pathways. It also
underpins the idea that the integrated development of knowledge should involve learning moments in which questions and queries are
raised, and in which students learn to read and interpret the world, essential aspects for the development of full, active, and creative
citizenship. In this regard, its content focuses on curriculum integration; the intra- and interdisciplinary relationships that can be established
between Portuguese and mathematics; and the planning, intervention, and evaluation of tasks aimed at integrating these areas.

Methodology Explanation

The work to be developed will prioritize the active participation of students, aiming for the deepening of knowledge related to the topics
addressed. The goal is for students to recognize the importance of integrating knowledge associated with mathematics, Portuguese, and
citizenship for the development and learning of pupils, and to engage in planning tasks that promote this integration through children's
books. Proper exploration of these books is commonly associated with the development of communicative skills, but it can also serve as an
excellent resource for the development of mathematical concepts and processes, as well as the approach and discussion of citizenshiprelated
topics.
This unit aims to provide students with exposure to various children's books, selected based on criteria of literary quality and content
appropriateness, and to foster critical analysis of different proposals for integrating the aforementioned areas. Simultaneously, it is essential
to encourage reflection on the potentialities and constraints of using this type of approach in different educational contexts, with a view to
enhancing the development of citizenship.
Thus, the activities to be undertaken in this unit include: i) discussion of texts; analysis of curriculum documents; ii) exploration of stories
from children's books; iii) analysis of pedagogical proposals that integrate mathematics, Portuguese, and citizenship; and iv) planning a
pedagogical proposal with these characteristics.
In particular, the involvement of students in the creation of this pedagogical proposal will allow for the development of a set of skills
fundamental to planning lessons based on an integrated teaching approach (in this case, of the areas of mathematics, Portuguese, and
citizenship).
Students will be invited to create the content for a book, including images generated by Artificial Intelligence (AI) and a narrative that
presents interconnected situations, whose exploration fosters the integration of the areas. To this end, students will be involved in the
following activities:
- Defining learning objectives for each of the areas
- Creating and recording images using AI, in accordance with the defined objectives
- Planning tasks that will enable the achievement of the defined learning objectives, from an integrated perspective of the areas
- Constructing a summary of the pedagogical proposal using AI
- Physically constructing the picture book and its corresponding narrative
- Presenting the work proposal in conjunction with the picture book

Responsible Lecturer(s)

Catarina Raquel Santana Coutinho Alves Delgado - 4.º Quarter

Bibliography

DGE (2021). Aprendizagens Essenciais.
Martins, Gomes, Brocardo,Pedroso, Carriillo, Silva, Encarnação, Horta, Calçada, Nery, & Rodrigues (2017). Perfil dos alunos à saída da
escolaridade obrigatória. Ministério da Educação.
Mendes, F. & Costa, A. (2016). Livros de histórias – Um recurso para a aprendizagem da matemática e do português na educação de
infância. Atas do Encontro de Investigação em Educação Matemática – Recursos no ensino e na aprendizagem da Matemática (pp. 243-
256). EIEM.
Pinto, M., Delgado, C., & Mendes, F. (2020). Didática da Educação de Infância: Tarefas Integradoras com os livros e as histórias – Língua
Portuguesa e Matemática. Instituto Politécnico de Setúbal. ISBN: 978-989-53045-0-9.
Torres, A., Figueiredo, I. L. Cardoso, J., Pereira, L. T., Neves, M. J., & Silva, R. (2016). Referencial de Educação para o Desenvolvimento –
Educação Pré-Escolar, Ensino Básico e Ensino Secundário. Ministério da educação.