Teaching Methodologies
The lectures will be of theoretical and practical nature, they will look for provoking and promoting in the students the participation and
reflection about the mathematical concepts and processes. It can resort, if it is suitable, to the use of teaching and learning contexts related
to elementary mathematics.
The methods will be various such as: exposition, discussion and critical analyses, offer of tasks. Collaborative learning and exploratory
teaching practices will be promoted
Learning Results
MATHEMATICS
1. Identify, analyse, and deepen specialised knowledge of the content to be taught in the primary school.
2. Develop mathematical reasoning processes used in elementary mathematics.
3. Understand fundamental mathematical concepts to be promoted in primary school, such as place value, number sense, mental
calculation, spatial sense, and data analysis.
DIDACTICS OF MATHEMATICS
4. Identify, analyse, and deepen the didactic knowledge for promoting mathematical learning in primary school
5. Build and analyse didactic sequences within the primary school curriculum in mathematics to facilitate the learning of elementary
mathematics in children, in line with their cognitive development and thinking processes.
6. Develop skills in instrumental orchestration to implement exploratory teaching practices and to use artifacts as epistemic mediators in the
learning process.
Program
MATHEMATICS
1. Number and number sense; place value, models for arithmetic, mental math and estimation.
2. Rational numbers and their different representations; different meanings of the fractions; equivalence of fractions; introduction to
decimals; percentages.
3. Addition, subtraction, multiplication and division of non-negative rational numbers.
4. Geometry and spatial sense: geometric figures and properties of geometric figures.
5. Measurement: length, area, volume, capacity, mass, time, money, angle. The metric system.
6. Visual and numeric patterns; discovery and generalization of patterns.
7. Data analysis.
8. Problem solving and problem posing.
Curricular Unit Teachers
Fernando Manuel Lourenço MartinsGrading Methods
- - Exam - 100.0%
- - Individual and/or Group Work - 30.0%
- - Synthesis work - 10.0%
- - Attendance and Participation - 25.0%
- - Mini Tests - 35.0%
Internship(s)
NAO
Bibliography
1. Herring, M., Koehler, M., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators.
Routledge.
2.Bennett, A., Burton, L., & Nelson, L. (2016). Mathematics for elementary teachers: A conceptual approach. McGraw-Hill
3. Clements, D. & Sarama, J. (2014). Learning and teaching early Math, learning trajectories approach. Routledge
4. Fritz, A., Haase, V., & Rasanen, P. (2019). International handbook of mathematical learning difficulties. Springer
5. National Council of Teachers of Mathematics. (2017). Princípios para a ação: Assegurar a todos o sucesso em Matemática. APM.
6. Palhares, P., Gomes, A., & Amaral, E. (2011). Complementos de Matemática para Professores do Ensino Básico. Lidel.
7. Parker, T. H. & Baldridge, S. (2004). Elementary Mathematics for Teachers. Sefton-Ash Publis.
8. Wu, H. (2017). Compreender os Números na Matemática Escolar. Porto Editora