Base Knowledge
Elementary Mathematics knowledge.
Teaching Methodologies
The lectures will be of theoretical and practical nature, they will look for provoking and promoting in the pupils the participation and reflection about the mathematical concepts and processes. It can resort, if it is suitable, to the use of teaching and learnig contexts related to the second cycle mathematics of Basic Teaching.
The methods will be various such as: exposition, discussion and critical analyses, offer of tasks. Colaborative pratices will be promoted.
The assessment in this CU will be performed by students in one of two ways:
a) Continuous assessment: 2 tests during the semester, each rated from 0 to 4 values (40%), participation in the tasks performed in the class, quoted, in total, from 0 to 5 values (25%), a small group work, quoted from 0 to 6 values (30%), individual reflection, quoted from 0 to 1 value (5%).
b) Evaluation by exam.
Learning Results
– To know, analyse and deep the specialised knowledge of the subject matter of the mathematics to teach in second Cycle of Basic Teaching;
– To develop competences in reasoning processes used in teach of mathematics
– To know powerful mathematics ideas for the second Cycle of Basic Teaching such as: congruence, symmetry, angle and continue/discrete
Program
– Mathematical Modelling in Mathematics Education:
– What is the meaning of Mathematical Modelling;
– Problems involving Mathematical Modelling;
– Understanding models and phases of Mathematical Modelling;
– The system of integers; Primes, Composit and factorization. greatest commun divisor and least commun multiple;
– Rational numbers: ratio and proportion. The language of percent. The rational number system. Multiplication and division of rational numbers;
– Geometry and spatial sense: geometric figures and properties of geometric figures;
– Indutive and dedutive reasoning. To discover and prove properties of polygons and circles. To use geometric tools;
– Congruence and measument: formulas for perimeter, area and volume;
– Isometries and symmetry;
– Geometric coordenates for one and two dimensiones;
– Data analysis.
Curricular Unit Teachers
Grading Methods
- - Exam - 100.0%
- - group work (30%) + individual essay (5%) - 35.0%
- - Class tasks participation - 25.0%
- - test 1 (20%) + test 2 (20%) - 40.0%
Internship(s)
NAO
Bibliography
Galem, F., Féis, E., Figueiredo, N., Gravemeijer, K., Herpen E. & Keijzer, R. (2005). Fractions, Percentages, Decimals and Proportions. Sense Publishers.
Hung-Hsi Wu (2017). Compreender os Números na Matemática Escolar. Porto Editora
Kaiser, G., Blum, W., Ferri, R., & Stillman, G. (Eds) (2011). Trends in Teaching and Learning of Mathematical Modelling. Springer.
Kamii, C. (1999). Teaching fractions, fostering children´s own reasoning. Em Lee Stiff & Frances Curcio (Eds.), Developing mathematical reasoning in grades k-12, 82-92. Reston: NCTM.
Liping M. (1999). Knowing and teaching elementary mathematics. London: Lawrence Erlbaum Associate, Publishers.
Parker, T. H. & Baldridge, S. (2004). Elementary Mathematics for Teachers. Sefton-Ash Publis.
Veloso, E. (2012). Simetria e transformações geométricas. Lisboa: APM.