Mathematics I

N/A

The lessons will be theoretical/pratices, connecting several mathematical topics, giving to the student the oportunity to recognise the conections in Mathematics. Whenever appropriate, texts, concrete materials and digital platforms will be used to support the teaching and learning process. The evaluation of the students can be performed in one of the two following ways, according to the general ESEC rules:
a) Continuous assessment: realization of two written tests during the semester (valued 50%); a working
group (valued 25%); participation in classroom tasks (valued 20%); individual reflexion (5%).
b) Assessment by exam quoted from 0 to 20 values (100%).

Solving problems and detailing the reasoning processes.
Developing and deepening mathematical knowledge.
Identifying, defining and analysing concepts and the relation between concepts and procedures, as well as developing the understanding of connections between them and between Mathematics and other curricular fields.
Accomplishing research activities in Mathematics.
Developing intellectual activities which involve mathematical reasoning and the conception that the validity of an assertion is related to the consistency of logical argumentation.
Recognising the relationship between Mathematics and real life.

Set Theory
– The concept of a set and operations on sets.
– Cartesian product of sets
Mathematical logic
– Term, proposition and condition
– Propositional calculus e conditional calculus.
– Quantifiers
– Deductive reasoning
Relations
– Concept and representation
– Contrary and inverse relation.
– Properties of relations
– Equivalence relation and order relation.
Introduction to the Algebric and Proportional thinking.
– Concept of a function. Functional reasoning and generelization of numerical patterns
– Ways to represent a function
– Exploring regularity and patterns, generalization.
– Proportionality

• - Two written tests - 50.0%
• - Individual reflexion - 5.0%
• - Individual and/or Group Work - 25.0%
• - Attendance and Participation - 20.0%

• - Exam - 100.0%

NAO

Caraça, B. J. (2005). Conceitos Fundamentais de Matemática. Lisboa: Gradiva.
Haylock, D. (2006). Mathematics explained for primary school. Sage.
Musser, G.L., Burger, W. F. & Peterson, B. E. (2003). Mathematics for Elementary Teachers – A Contemporary Approach. USA: Von Hoffmann Press.
Palhares, P. (coord.) (2004). Elementos de Matemática para professores do Ensino Básico. Lisboa: Lidel.
Parker, T. H. & Baldridge, S. (2004). Elementary Mathematics for Teachers. USA: Sefton-Ash Publishing.
Roegiers, X. (1989). Guide mathématique de base I. Bruxelles: De Boeck.
Sebastião e Silva, J. (1975). Compêndio de Matemática. Vol. I. Edições GEP.
Suppes, P. & Hill, S. (1975). Introduccion a la logica matematica. Madrid: Editorial Reverté, S.A..
Vale, I., & Barbosa, A. (2009). Padrões: Múltiplas perspectivas e contextos em educação matemática. Viana do Castelo: Escola Superior de Educação do Instituto Politécnico de Viana do Castelo – Projecto Padrões.