Didactics of Mathematics I

N/A

The lectures will be of theoretical and practical nature, they will look for provoking and promoting in the pupils the participation and reflection about pedagogical, didactic and curricular issues. It resort to the use of teaching and learning contexts related to the primary cycle mathematics to teach, even to the research in mathematics education.
The methods will be various such as: exposition, discussion and critical analyses, offer of tasks. Collaborative practices will be promoted.
The assessment in this CU will be performed by students in one of two ways:
a) Continuous assessmen: one written test, quoted from 0 to 7 values (35%); a group work, quoted from 0 to 6 values (30%); participation in classroom tasks, quoted, in total, from 0 to 5 values (25%); individual reflection, quoted from 0 to 2 values (10%).
b) Assessment by exam.

1. To know the mathematics thinking processes and the mathematics ideas suitable to elementary school; connections with and in mathematics.
2. To develop and stimulate mathematical reasoning processes: since unitizing, to compose and decompose, to relate and order, to look for patterns and structures to organize information and iteration and generalization processes.
3. To reflect about teaching and learning situations and mathematics errors of children.
4. To analyse and constructing learning sequences for children (6-10 years old) about central mathematics ideas, consistent with the thinking and the development of the child and mathematics curriculum for 1st cycle of Basic Education and goals of learning.
5. To develop proficiency in teaching, helping the future teachers of 1st cycle Basic Education to understand: the mathematics that are going to promote, how children learn and facilitating that learning.

1. Pedagogical content knowledges and curricular knowleges for the following topics will be examined: rational number;geometry, spatial sense and measurement; patterns/algebraic thinking; representation and data analysis. Methods for presentation the main mathematics ideas. Goals of learning.
2. Learning trajectories for 1st basic teaching cycle for diferent topics. Contexts for those teaching and learning processes. To study and to plane lessons and adequate methods for representing mathematics ideas. To analyse, observe and to reflect upon math teaching.
3. The math tasks, the problems solving and the strategies for solving them. The math manuals and manipulatives in teaching and learning of mathematics.
4. The assessment, different aims and formats. Assessment and learning theories. Implementing formative assessment in math classroom.

• - Exam - 100.0%

• - Attendance and Participation - 25.0%
• - Individual and/or Group Work - 30.0%
• - Frequency - 35.0%
• - Individual reflection - 10.0%

NAO

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2. Clements, D. & Sarama, J. (2014). Learning and teaching early Math, learning trajectories approach. Routledge.
3. Fritz, A., Haase, V., & Rasanen, P. (2019). International handbook of mathematical learning difficulties. Springer.
4. Manfield, H., Pateman, N. & Bednarz, N. (1996). Mathematics for tomorrow´s young children. Kluwer Academic Library.
5. National Council of Teachers of Mathematics. (2017). Princípios para a ação: Assegurar a todos o sucesso em Matemática. APM.
6. Liping M. (1999). Knowing and teaching elementary mathematics. Lawrence Erlbaum Associate, Publishers.
7. Palhares, P., Gomes, A., & Amaral, E. (2011). Complementos de Matemática para Professores do Ensino Básico. Lidel.
8. Parker, T. H. & Baldridge, S. (2004). Elementary Mathematics for Teachers. Sefton-Ash Publis.
9. Wu, H. (2017). Compreender os Números na Matemática Escolar. Porto Editora