Mathematics V

Mathematical concepts of the CU  Mathematics I, Mathematics II, Mathematics III, and Mathematics IV.

The lessons will be theoretical/pratices. It will be given articles, for being studied, presented and discussed by the students, about the contents of the syllabus. The students will carry out tasks that will integrate and evaluate technology in mathematics education and they will plan them according to pedagogical and curricular views, only after mastering the respective artefacts. Some critical points of the students learnings, connected with concepts already studied in Maths I, II. III and IV courses will be analysed again through the use of thecnology. The teaching methodology should implement of work practices in colaboration.
The assessment in this CU will be performed by students in one of two ways: a) Continuous assessment: two written tests, each one quoted of 0 to 3 values (30%); a project, quoted of 0 to 6 values (30%); participation in classroom tasks, quoted, in total, from 0 to 5 values (25%); individual reflection, quoted from 0 to 3 value (15%).
b) Assessment by exam.

1. To develop technical, pedagogical and didactic competences on how technology can be integrated into pre-school education and elementary school.
2. To deepen knowledge about mathematical concepts;
3. To deepen the development of spatial visual skills;
4. To reflect on software evaluation;
5. To build situations of technology integration in mathematics education;
6. To analyze the implications of using technology in mathematics education;
7.To analyze and explore experiences in mathematics education that integrate technology in the classroom.

1. Perspectives on the integration of technology in learning and teaching Elementary Mathematics
2. Educational software for the integration in teaching and learning of Elementary Mathematics: Applets,
Excel and Geogebra
3. Means to facilitate learning: the HypatiaMat platform and interactive whiteboards
4. Evaluation of educational software

• - Individual reflexion - 15.0%
• - Attendance and Participation - 25.0%
• - Two written tests - 30.0%
• - Project - 30.0%

• - Exam - 100.0%

NAO

Aldon, G., & Trgalová, J. (Eds.). (2019). Technology in Mathematics Teaching: Selected Papers of the 13th ICTMT Conference (Vol. 13). Switzerland: Springer. https://doi.org/10.1007/978-3-030-19741-4

Basniak, M., & Estevam, E. (2014). O GeoGebra e a Matemática da Educação Básica. Curitiba: Ithala.

Clements, D., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. New York: Routledge.

Costa, C. (2005). Ambiente Tarta: um contributo para o ensino e aprendizagem da geometria no 1.º ciclo do ensino básico. Coimbra: Instituto Politécnico de Coimbra.

Duval, R. (1998). Geometry from a cognitive point of view. In Mammana, C., Villani, V. Perspectives on the Teaching of Geometry for the 21st Century (pp. 37 – 52). Netherlands: Kluwer Academic Publishers.

Gomes, M., Osório, A., & Valente, L. (Eds). (2017). Challenges 2017: Aprender nas nuvens – Learning in the clouds. Atas da X Conferência Internacional de TIC na Educação. Braga: Centro de Competência TIC na Educação do Instituto de Educação da Universidade do Minho.

Herring, M., Koehler, M., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. New York: Routledge.

Junqueira, M. (1994). Aprendizagem da geometria em ambientes computacionais dinâmicos: Um estudo no 9º ano de escolaridade (Dissertação de Mestrado, Universidade Nova de Lisboa: Faculdade de Ciências e Tecnologia).

Korenova, L. (2017). GeoGebra in Teaching of Primary School Mathematics. International Journal for Technology in Mathematics Education, 24(3), 155 – 160.

Laborde, C. (1998). Visual Phenomena in the teaching/learning of geometry in a computer-based environment. In Perspectives on the Teaching of Geometry for the 21st Century (pp.113 – 121). Netherlands: Kluwer Academic Publishers.

Ministério de Educação e Ciência [MEC] (2013). Programas e Metas Curriculares de Matemática do Ensino Básico. Lisboa: MEC.

Ministério de Educação [ME] (2016). Orientações curriculares para a educação pré-escolar e identidade profissional dos educadores de infância. Lisboa: ME.

Nobre, S., Amado, N., & Ponte, J. (2013). A aprendizagem de métodos formais num ambiente combinado de lápis e papel e folha de cálculo. In Atas do XXIV Seminário de Investigação em Educação Matemática, 253 – 272.

Tsitouridou, M., Diniz, J., Mikropoulos, T. (Eds). (2019). Technology and Innovation in Learning, Teaching and Education. Switzerland: Springer.

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The bibliographic references considered as complementary are the following:

Ainley, J., Bills, L., & Wilson, K. (2005). Algebra for a purpose: using spreadsheets in KS2/3. Derby: Association of Teachers of Mathematics.

Carreira, S., Jones, K., Amado, N., Jacinto, H., & Nobre, S. (2016). Youngsters solving mathematical problems with technology. New York: Springer.

Clark-Wilson, A., Robutti, O., & Sinclair, N. (2014). The mathematics teacher in the digital era: An international perspective on technology focused professional development. Dordrecht: Springer.

Crompton, H., Grant, M., & Shraim, K. (2018). Technologies to Enhance and Extend Children’s Understanding of Geometry: A Configurative Thematic Synthesis of the Literature. Journal of Educational Technology & Society, 21(1), 59 – 69. www.jstor.org/stable/26273868

Hsu, Y. S. (Ed.). (2015). Development of Science Teachers’ TPACK: East Asian Practices. Singapore: Springer. Hunter, J. (2015). Technology Integration and High Possibility Classrooms: Building from TPACK. New York: Routledge.

National Council of Teachers of Mathematics [NCTM] (2014). Principles to actions: Ensuring mathematical success for all. Reston: NCTM.

National Council of Teachers of Mathematics [NCTM] (2007). Princípios e Normas para a Matemática Escolar. Lisboa: APM (publicado originalmente em inglês em 2000).

Pinto, R. (2014). As aplicações hipermédia podem promover o sucesso escolar e a autorregulação da aprendizagem? Análise da eficácia de uma aplicação hipermédia (Tese de Doutoramento, Universidade do Minho, Braga, Portugal).