2025
Foundations of Didactics of Mathematics
Name: Foundations of Didactics of Mathematics
Code: PED11194M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
O1. To acquire knowledge on the professional knowledge that assists the mathematics teacher in developing their professional activity, in particular with regard to the teaching of mathematics
O2. To acquire knowledge about the nature of mathematical knowledge and to be able to characterize the mathematical experience and the factors that affect it
O3. To acquire knowledge about the evolution of curricular trends at international level for the teaching of mathematics and in particular in Portugal, and to be able to analyze connections with other areas of knowledge / disciplines
O4. To acquire knowledge of the major problems of the learning of mathematics by the students and to be able to contribute to its solution
O5. To develop the ability to discuss the main challenges of mathematics teaching, particularly in the 3rd cycle of basic and secondary education, and to value the research in the field as a resource for professional development.
O2. To acquire knowledge about the nature of mathematical knowledge and to be able to characterize the mathematical experience and the factors that affect it
O3. To acquire knowledge about the evolution of curricular trends at international level for the teaching of mathematics and in particular in Portugal, and to be able to analyze connections with other areas of knowledge / disciplines
O4. To acquire knowledge of the major problems of the learning of mathematics by the students and to be able to contribute to its solution
O5. To develop the ability to discuss the main challenges of mathematics teaching, particularly in the 3rd cycle of basic and secondary education, and to value the research in the field as a resource for professional development.
Contents
C1. The professional knowledge and the didactical knowledge of the mathematics teacher (nature, components, structure and development);
C2. The mathematical experience (from research and problem solving to solving exercices, the role of intuition and logic, the relation maths and reality, modelling and applications, informal representations and formalism, the challenges of technology)
C3. Curricular trends in mathematics education (at international and national scenarios)
C4. The learning of mathematics by the students (students' conceptions and attitudes, persistent difficulties, the importance of differentiation and integration of the error as learning resources, emphasis on meaning)
C2. The mathematical experience (from research and problem solving to solving exercices, the role of intuition and logic, the relation maths and reality, modelling and applications, informal representations and formalism, the challenges of technology)
C3. Curricular trends in mathematics education (at international and national scenarios)
C4. The learning of mathematics by the students (students' conceptions and attitudes, persistent difficulties, the importance of differentiation and integration of the error as learning resources, emphasis on meaning)
Teaching Methods
Classroom activities will be diverse (theoretical discussions, practical tasks) and conducted by teacher and students. Teacher will introduce several themes and will promote discussion in the classroom; students will expose and promote discussion of other themes resulting from group work previously prepared. This work will consider students initiative and personal investment but will be tutored by teacher (suggesting readings, in particular research articles of relevance and accessible to students, providing guides, ...).
Assessment
Continuous Assessment Scheme
This system aims to emphasise a formative assessment approach throughout the semester and, naturally, also includes various assessment elements collected and focusing on the different topics covered in the course.
The assessment components will include
A - Attendance
B - Group work to be presented and discussed in class
C - Small tasks carried out in class
D - Individual written work/test
To obtain the final grade, the different components will be weighted according to the formula:
NF= (10xA + 30xB + 20xC + 40xD)/100
The classification in any of the assessment components cannot be lower than 8 points.
Final Exam
Students who have opted for this option or who, having opted for the continuous assessment system, have not obtained a mark equal to or higher than 8 in one of the assessment components designated as B, C or D may take the final examination. The exam involves a written test covering all the syllabus content (PE) and a practical test (PP) on practical tasks.
NF= (50xAPE + 50xPP)/100
This system aims to emphasise a formative assessment approach throughout the semester and, naturally, also includes various assessment elements collected and focusing on the different topics covered in the course.
The assessment components will include
A - Attendance
B - Group work to be presented and discussed in class
C - Small tasks carried out in class
D - Individual written work/test
To obtain the final grade, the different components will be weighted according to the formula:
NF= (10xA + 30xB + 20xC + 40xD)/100
The classification in any of the assessment components cannot be lower than 8 points.
Final Exam
Students who have opted for this option or who, having opted for the continuous assessment system, have not obtained a mark equal to or higher than 8 in one of the assessment components designated as B, C or D may take the final examination. The exam involves a written test covering all the syllabus content (PE) and a practical test (PP) on practical tasks.
NF= (50xAPE + 50xPP)/100
Teaching Staff
- António Manuel Águas Borralho [responsible]
Certificações
