2023
Mathematics Teaching
Name: Mathematics Teaching
Code: PED11447M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
The mathematical learning that children of the first ages, up to 10 years old, should have the opportunity to do are the focus of this UC, which analyzes current curricular guidelines and how to develop them, based on research in mathematics education, in a perspective of mathematics for all.
Sustainable Development Goals
Learning Goals
O1. To develop the ability to adopt a critical perspective on the curricular guidelines for mathematics education in the early years in Portugal (pre-school and 1st cycle education) in the 21st century and problematize its challenges;
O2. To know the recommendations of research in mathematics education in the early years and identify the factors that contribute to the success of mathematical learning by all children, considering in particular research projects developed in Portugal;
O3. To know different models of mathematics teaching and identify their implications for the mathematical learning that they provide to children;
O4. To develop with confidence the competence to plan valid mathematics learning experiences, with diversified tasks and adequate resources, privileging an exploratory teaching approach to Mathematics;
O5. To develop the ability to reflect on mathematics teaching practices for the purpose of its regulation.
O2. To know the recommendations of research in mathematics education in the early years and identify the factors that contribute to the success of mathematical learning by all children, considering in particular research projects developed in Portugal;
O3. To know different models of mathematics teaching and identify their implications for the mathematical learning that they provide to children;
O4. To develop with confidence the competence to plan valid mathematics learning experiences, with diversified tasks and adequate resources, privileging an exploratory teaching approach to Mathematics;
O5. To develop the ability to reflect on mathematics teaching practices for the purpose of its regulation.
Contents
C1. Learning mathematics in the 21st century: the competences (attitudes, skills and knowledge) relevant to the current challenges of the person / society;
C2. Mathematics teaching models: from direct teaching to exploratory teaching. Underlying rationalities and educational purposes.
C3. Dynamics of exploratory class: Nature of tasks; structure and phases; resources as tools for learning; the orchestration of communication; the role of the teacher in management and in promoting mathematical learning.
C4. Planning for teaching mathematics: the importance of planning; fundamental elements of planning; Learning trajectories; Planning of learning experiences related to different mathematical themes, considering transversal skills; learning assessment.
C5. Reflection on teaching and its regulating role of educator / teacher practices: analysis of students' mathematical productions as a fundamental element for regulation.
C2. Mathematics teaching models: from direct teaching to exploratory teaching. Underlying rationalities and educational purposes.
C3. Dynamics of exploratory class: Nature of tasks; structure and phases; resources as tools for learning; the orchestration of communication; the role of the teacher in management and in promoting mathematical learning.
C4. Planning for teaching mathematics: the importance of planning; fundamental elements of planning; Learning trajectories; Planning of learning experiences related to different mathematical themes, considering transversal skills; learning assessment.
C5. Reflection on teaching and its regulating role of educator / teacher practices: analysis of students' mathematical productions as a fundamental element for regulation.
Teaching Methods
The methodologies appeal to the students' involvement, imply the accomplishment of diverse tasks, of varied nature, and contemplate diverse forms of work.
The assessment follows the general rules in force in the EU.
It is mandatory to attend 75% of classes.
The student worker must contact the teacher within 15 days after obtaining this condition.
The Continuous Assessment Scheme values formative assessment and includes the elements:
A-Assiduity (0.1)
B-Participation in activities (0.2)
C-Group work (written report and presentation of a lesson) (0.3)
D-Individual written work (0.4)
Final Evaluation Scheme is for students who opted for this modality or for those who have not obtained a rating higher than 10 in B and C in
Continuous Evaluation Scheme. The exam involves a written exam and a practical exam. Final grade: the average of both exams.
The assessment follows the general rules in force in the EU.
It is mandatory to attend 75% of classes.
The student worker must contact the teacher within 15 days after obtaining this condition.
The Continuous Assessment Scheme values formative assessment and includes the elements:
A-Assiduity (0.1)
B-Participation in activities (0.2)
C-Group work (written report and presentation of a lesson) (0.3)
D-Individual written work (0.4)
Final Evaluation Scheme is for students who opted for this modality or for those who have not obtained a rating higher than 10 in B and C in
Continuous Evaluation Scheme. The exam involves a written exam and a practical exam. Final grade: the average of both exams.
Teaching Staff
- António Manuel Águas Borralho [responsible]
