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
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, ...).
Students' assessment is based on participation (P) in classes and three other components. The working group (TG) includes presentation in class; the individual works corresponds to a final written text (RC) and a small set of requested tasks between some of the classes (TA).
Final Qualify: RC-40%; TG, 30%; TA-20%; P-10%.
Students' assessment is based on participation (P) in classes and three other components. The working group (TG) includes presentation in class; the individual works corresponds to a final written text (RC) and a small set of requested tasks between some of the classes (TA).
Final Qualify: RC-40%; TG, 30%; TA-20%; P-10%.
Teaching Staff (2024/2025 )
- António Manuel Águas Borralho [responsible]
Certificações
