Mathematics II

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%).

Solve problems and explain the reasoning processes;
To build and to deepen the mathematical knowledge;
To develop techniques and mathematical processes involved in the curriculum, particularly in the understanding and representation of numbers and arithmetic operations and identifying patterns and regularities;
To develop the use of the symbolism to represent mathematical situations and mathematical models of the real world situations.
To identify, and to discuss concepts and procedures as well as deepen the understanding of connections between them and between mathematics and other curricular areas;
To conduct research activities in mathematics;
To work in mathematics with self-confidence;
To recognize the relation between mathematics and real life..

Numbers and Operations
– Concept of natural number;
– Numeration systems;
– Arithmetic operations with relative whole numbers;
o Algorithms, senses and properties of operations;
o Mental calculation and computational estimation.
Introduction to Number Theory;
– Multiple and divisors of a number
– Divisibility criteria
– Primes numbers and decomposition of a number into prime factors
– Greatest common divisor and least common multiple
Relative rational numbers
– Representations and operations of rational numbers
Real numbers
– Representations and operations of real numbers

• - Exam - 100.0%

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

NAO

Aharoni, R. (2008). Aritmética para pais: Um livro para adultos sobre a matemática.
Caraça, B. J. (2005). Conceitos Fundamentais de Matemática. Lisboa: Gradiva.
Estrada, M. F., Sá, C., Queiró, J., Silva, M. C., Costa, M. J. (2000). História da Matemática. Universidade Aberta.
Fosnot, C. & Dolk, M. (Orgs.) (2001). Young mathematicians at work: Constructing number sense, addition and subtraction. Portsmouth, NH: Heinemann.
Galen, F., Feijs, E., Figueiredo, N., Gravemeijer, K., Herpen E. & Keijzer, R. (2005). Fractions, Percentages,
Decimals and Proportions. Rotterdan: S. P.
Haylock, D. (2006). Mathematics explained for primary school. Sage.
Litwiller, B. H. & Bright, G. W. (Orgs.) (2002). Making sense of fractions, ratios and proportions (NCTM Yearbook). Reston. VA: NCTM.
Palhares, P. (coord.) (2004). Elementos de Matemática para professores do Ensino Básico. Lisboa: Lidel.
Parker, T. H. & Baldridge, S. J. (2004). Elementary Mathematics for teachers. Michigan: Sefton- Ash Publishing