2024
Mathematic in Early Childhood
Name: Mathematic in Early Childhood
Code: PED11405M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
The mathematical learning that young children should have the opportunity to do is the focus of this UC, which explores how to promote relevant mathematical learning with multiple connections, based on research in mathematics education, in a perspective of mathematics for all.
Sustainable Development Goals
Learning Goals
O1. To develop self-confidence in their relationship with maths and to develop self-skills of problem solving, communication and mathematical representation;
O2. To know the mathematical potential of children;
O3. To know the current curriculum guidelines for the teaching of mathematics in the early years, particularly at pre-school level;
O4. To know the cognitive processes involved in learning elementary maths
O5. To know fundamental ideas concerning children's development of mathematical tranversal capacities;
O6. To know tasks and resources that promote children's mathematical learning;
O7. To develop the ability to prepare appropriate mathematical tasks for children, relevant in context;
O8. To develop the ability to analyze and reflect on different approaches to mathematics;
O9. To analyze the challenges of exploring mathematics with children and to develop an investigative attitude focused on the regulation of the practice.
O2. To know the mathematical potential of children;
O3. To know the current curriculum guidelines for the teaching of mathematics in the early years, particularly at pre-school level;
O4. To know the cognitive processes involved in learning elementary maths
O5. To know fundamental ideas concerning children's development of mathematical tranversal capacities;
O6. To know tasks and resources that promote children's mathematical learning;
O7. To develop the ability to prepare appropriate mathematical tasks for children, relevant in context;
O8. To develop the ability to analyze and reflect on different approaches to mathematics;
O9. To analyze the challenges of exploring mathematics with children and to develop an investigative attitude focused on the regulation of the practice.
Contents
1.The mathematics curriculum:
1.1.Guidelines on preschool education
1.2.Guidelines on the 1st cycle
2.Mathematical themes and emphases:
2.1.Number (number sense)
2.2.Geometry (topological notions and spatial sense)
2.3.Statistics (counting and representations)
2.4.Algebra (regularities, patterns)
3.Mathematical transversal capacities:
3.1.Problem solving
3.2.Mathematical reasoning
3.3.Mathematical communication
3.4.Mathematical representation
3.5.Mathematical connections
4.Exploring Mathematics:
4.1.Mathematics in context
4.2.Internal and external connections of Mathematics
4.3.Mathematical productions of children
4.4.Role of the teacher and children
4.5.Communication and mathematical representations
5.Planning the approach to mathematics:
5.1.Hypothesizing learning trajectories
5.2.Definition of tasks sequences
5.3.Exploration of tasks with children
6.Reflecting on Mathematics in childhood:
6.1.Learning difficulties of children
6.2.Analysis and regulation of the practic
1.1.Guidelines on preschool education
1.2.Guidelines on the 1st cycle
2.Mathematical themes and emphases:
2.1.Number (number sense)
2.2.Geometry (topological notions and spatial sense)
2.3.Statistics (counting and representations)
2.4.Algebra (regularities, patterns)
3.Mathematical transversal capacities:
3.1.Problem solving
3.2.Mathematical reasoning
3.3.Mathematical communication
3.4.Mathematical representation
3.5.Mathematical connections
4.Exploring Mathematics:
4.1.Mathematics in context
4.2.Internal and external connections of Mathematics
4.3.Mathematical productions of children
4.4.Role of the teacher and children
4.5.Communication and mathematical representations
5.Planning the approach to mathematics:
5.1.Hypothesizing learning trajectories
5.2.Definition of tasks sequences
5.3.Exploration of tasks with children
6.Reflecting on Mathematics in childhood:
6.1.Learning difficulties of children
6.2.Analysis and regulation of the practic
Teaching Methods
This curricular unit envisages the use of methodologies that appeal to student involvement, without which it will not be possible to meet the objectives set. The quality of the work to be done depends above all on the student's involvement and intervention in the proposed activities, particularly during lessons. Therefore, students will be continually asked to participate by carrying out various tasks. These tasks may or may not involve prior preparation (e.g. reading a text, collecting data, solving a problem, constructing material, etc.), will be varied in nature (analysis, discussion, critique, production, etc.), and will include different forms of work (individual work, small groups, in the large class).
Attention will be paid to the relationship with the educational contexts that students have the opportunity to get to know within the course.
Attention will be paid to the relationship with the educational contexts that students have the opportunity to get to know within the course.
Assessment
Assessment in this curricular unit follows the general rules in force at the University of Évora, as stipulated in the Academic Regulations (AR).
As this curricular unit is theoretical-practical in nature, it is compulsory for students to attend at least 75% of classes (AR, article 97, point 1.).
The student-worker must contact the teacher of the curricular unit within fifteen days of obtaining this condition, in order to inform them of it, at the risk of the special attendance and assessment regime not being applied (RA, article 38).
Students can opt for the continuous assessment regime or the final exam assessment regime (RA, article 102, point 7), the former being more appropriate given the nature of the course unit (RA, article 102, point 13).
Continuous assessment system
This system is intended to promote a formative assessment approach throughout the semester and, naturally, includes various elements collected at different times and focusing on the different topics covered in the course.
Assessment elements will include
A- Attendance and punctuality
B- Group work in class
C- Group work guided by a script to be provided by the teacher, including a written report and presentation and discussion in class
D- Individual written work, guided by a script to be provided by the teacher.
NF= (10xA + 20xB + 30xC + 40 D)/100
Final Assessment Scheme (Exam)
Students who have opted for this option or who, having opted for the continuous assessment system, have not obtained a mark higher than 10 in the assessment components designated as B, C or D in the continuous assessment system, may sit an exam. Students who fail assessment component A may take an exam in the normal examination period. The exam involves a written test which covers all the syllabus content and a practical test which involves solving practical tasks (as provided for in the AR, article 102, point 6). In this case, the grade for the course will be the arithmetic mean of the two tests, the written and the practical.
As this curricular unit is theoretical-practical in nature, it is compulsory for students to attend at least 75% of classes (AR, article 97, point 1.).
The student-worker must contact the teacher of the curricular unit within fifteen days of obtaining this condition, in order to inform them of it, at the risk of the special attendance and assessment regime not being applied (RA, article 38).
Students can opt for the continuous assessment regime or the final exam assessment regime (RA, article 102, point 7), the former being more appropriate given the nature of the course unit (RA, article 102, point 13).
Continuous assessment system
This system is intended to promote a formative assessment approach throughout the semester and, naturally, includes various elements collected at different times and focusing on the different topics covered in the course.
Assessment elements will include
A- Attendance and punctuality
B- Group work in class
C- Group work guided by a script to be provided by the teacher, including a written report and presentation and discussion in class
D- Individual written work, guided by a script to be provided by the teacher.
NF= (10xA + 20xB + 30xC + 40 D)/100
Final Assessment Scheme (Exam)
Students who have opted for this option or who, having opted for the continuous assessment system, have not obtained a mark higher than 10 in the assessment components designated as B, C or D in the continuous assessment system, may sit an exam. Students who fail assessment component A may take an exam in the normal examination period. The exam involves a written test which covers all the syllabus content and a practical test which involves solving practical tasks (as provided for in the AR, article 102, point 6). In this case, the grade for the course will be the arithmetic mean of the two tests, the written and the practical.
Teaching Staff
- António Manuel Águas Borralho [responsible]
Certificações
