Teaching Methodologies
The lectures will be of theoretical and practical nature and will look for provoking and promoting the students active participation and reflection about mathematical concepts and processes, as well as pedagogical and didactic knowledge. Whenever appropriate, educational experiences and opportunities will be used to develop mathematical ideas in preschool contexts.
The methods will be diverse and will involve, among others: exposition; discussion and critical analysis; task proposals; collaborative learning; exploratory learning practices.
The assessment in this curricular unit will be performed by students in one of two ways:
a) Continuous assessment: one written test, quoted from 0 to 8 values (40 %); a group work, quoted from 0 to 6 (30 %); participation in classroom tasks, quoted from 0 to 5 (25 %); individual reflection, quoted from 0 to 1 (5 %).
b) Assessment by exam.
Learning Results
MATHEMATICS
1. Identify, analyse and deepen specialised knowledge of the mathematics content to be developed in Preschool Education.
2. Develop mathematical reasoning processes implemented in early maths.
3. Know fundamental mathematical ideas to be fostered in Preschool Education, from the topics: number sense, geometry, measurement, patterns, data representation and analysis.
DIDACTICS OF MATHEMATICS
4. Identify, analyse and deepen the didactic knowledge needed to promote mathematical learning in Preschool Education.
5. Develop and analyse learning trajectories for the development of main ideas of Mathematics in Preschool Education, consistent with children’s thinking and development.
6. Develop proficiency in implementing educational experiences and opportunities that promote mathematical ideas, namely: orchestration skills, choice and use of artefacts as learning mediators.
Program
MATHEMATICS
1. Logical-mathematical reasoning in the early years.
2. Number and number sense: number representations; subitizing; verbal counting; objects counting; comparing; ordering; estimating; emergence of arithmetic operations.
3. Geometry: spatial thinking; shapes; composition and decomposition of shapes; operations with shapes.
4. Measurement: length, area, volume, mass, angle; measuring quantities.
5. Patterns.
6. Organisation and analysis of data.
DIDACTICS OF MATHEMATICS
7. Perspectives on didactic knowledge to promote learning of the mathematical topics explored.
8. Designing learning trajectories to promote mathematical ideas of the different topics.
9. Educational experiences and artefacts in the development of mathematical learning.
10. Assessement of educational experiences and opportunities involving mathematical learning.
Curricular Unit Teachers
Catarina Maria Neto da CruzGrading Methods
- - Mini Tests - 40.0%
- - Individual reflexion - 5.0%
- - Individual and/or Group Work - 30.0%
- - Attendance and Participation - 25.0%
Internship(s)
NAO
Bibliography
-Castro,J.,& Rodrigues,M.(2008).Sentido do número e organização de dados-Textos Apoio Ed. Inf. DGIDC
-Clements, D.,& Sarama,J.(2014). Learning and teaching early Math-Learning trajectories approach.Routledge
-Ginsburg,E., Cordero,H., Curran,M., Manlapig,L.,& Morgenlander,M. (2008). The essence of early childhood mathematics education and the professional development needed to support it. In A.Dowker(Ed.), Mathematical difficulties:Psychology, neuroscience and interventions(pp. 59-83).Elsevier
-Heuvel-Panhuizen, M.,& Buys,K.(2005). Young children learn measurement and geometry. Sense Publ.
-Manfield,H., Pateman, N.,& Bednarz, N.(1996). Mathematics for tomorrow´s young children. Kluwe Academic Library
-Mendes, M.,& Delgado, C.(2008). Geometria-Textos Apoio Ed. Inf.DGIDC
-Muñoz-Catalán, M.F.,& Yáñez, J.(2018). Didáctica de las Matemáticas para maestros de Educación Infantil.Ed. Paraninfo
-Silva,I., Marques,L., Mata,L.,& Rosa,M.(2016).Orientações Curriculares para a Educação Pré-Escolar.ME