Introduction to Didacties of Mathematics

Code:	LEBA20433		Acronym:	IDM
Scientific Area:	Specific Didactics

Occurrence: 2023/24 - 1S

Teaching Area:

Ciências Matemáticas e Naturais

Courses

Acronym	Nº de Estudantes	Plano de Estudos	Academic Year	Credits	Horas Contacto	Total Hours
LEBA1	52	Despacho nº 15080/2014	3º	4	48	108
		Despacho 7346/2020	3º	4

Hours Actually Taught

LEBA3-A

Theoretical and Practical:

52,50

LEBA3-B

Theoretical and Practical:

52,50

Teaching - Weekly Hours Theoretical and Practical: 3,20 Type Teacher Classes Hours Theoretical and Practical Totals 2 6,40 Maria Clara Marques dos Santos Martins   3,20

Teaching - Responsabilities Teacher Responsabilidade Maria Clara Marques dos Santos Martins Responsável Nelson José Mestrinho Lopes Coordenação Científica Maria Clara Marques dos Santos Martins Coordenação Científica

Teaching Language

Português

Learning outcomes and their compatibility with the teaching method (knowledge, skills and competencies to be developed by students)

he work in this curricular unit aims to develop the didactic knowledge of trainees regarding Mathematics, students, and teaching practices, with the expectation that they will:

O1. Be able to apply their mathematical knowledge to appropriately analyze curricular documents, enabling them to envision the teacher's role in curriculum management according to their students and the context in which they are embedded;
O2. Develop the ability to consider different didactic approaches to various mathematical topics, in terms of task nature, resources, transversal skills, and the roles of the student and teacher in the classroom;
O3. Acquire knowledge and develop skills to analyze how early years students learn and develop their understanding of Mathematics;
O4. Develop classroom practice strategies to teach central mathematical concepts.

Syllabus

P1. Mathematics Curriculum

Goals and general objectives of Mathematics teaching
Mathematical topics and transversal skills
Curriculum management

P2. The Mathematics Lesson

Role of the teacher/educator and the child/student in the Mathematics lesson
Nature of tasks and resources in the Mathematics lesson (manipulatives and technology). Project work
Planning didactic units
Assessment of learning in Mathematics

P3. Development in children/students of:

Number sense
Spatial sense and spatial visualization ability
Measurement and estimation processes
Problem-solving, reasoning, and mathematical communication

Demonstration of the syllabus coherence with the curricular unit¿s learning objectives

All program content (P1 to P3) aims to provide an integrated set of fundamental knowledge contributing to the personal development, mastery of mathematical knowledge, and professional training of the trainees, giving a perspective of the work developed in Mathematics in the early years of schooling (O1, O2, O3, and O4). The development of mathematical knowledge in various curriculum topics (P3), combined with the development of didactic and curricular knowledge (P1 and P2), focusing on classroom practices and curriculum management, promotes reflection on how early years students learn and develop their understanding of Mathematics (O3) and considers different approaches to various topics (O2).

Teaching and learning methodologies specific to the curricular unit articulated with the pedagogical model

The course unit provides:
M1 - Deepening topics through reflective analysis of texts;
M2 - Execution of individual and collaborative work proposals using manipulatives and technological materials, to be discussed in class;
M3 - Analysis of the nature of diverse mathematical tasks aimed at working on various Mathematics topics;
M4 - Analysis of classroom situations in the early years of schooling, discussion, and reflection on the work developed by children and the teacher/educator's practice;
M5 - Execution of a group project with presentation and discussion in class.

Continuous assessment: a) participation in proposed activities (15%); b) completion and presentation, in groups, of two projects involving the addressed content (55%); and c) completion of an individual test with a score of at least 8.0 (30%).
Exam assessment: completion of a written exam during the exam period (100%).

Demonstration of the coherence of teaching and evaluation methodologies between the learning objectives of the curricular unit

Through the execution of diverse task proposals, individually or collaboratively (M1, M2), students develop the ability to apply their knowledge in interpreting curricular documents and reflect on different practice contexts (O1), particularly developing the ability to consider different approaches to various mathematical topics (O2). The planning of lessons, the construction of mathematical tasks, and the analysis of classroom situations, focusing on the work developed by children and classroom practice (M3, M4, M5) allow trainees to familiarize themselves with how students learn and develop their mathematical understanding (O3) and to adopt various classroom action strategies and aspects to work with students (O4).
In this curricular unit, the average load of autonomous work (60h) is distributed as follows:

Study of specialized bibliography (20h);
Group work preparation (20h);
Preparation of oral presentations (10h);
Resolution and didactic framing of mathematical tasks (10h).

Bibliography (Mandatory resources)

Abrantes, P., Serrazina, L., & Oliveira, I. (1999). A Matemática na educação básica. Lisboa: ME-DEB.
Associação de Professores de Matemática [APM] (1988). Renovação do currículo de Matemática. Lisboa: APM.
Boavida, A., Paiva, A., Cebola, G., Vale, I., & Pimentel, T. (2008). A experiência matemática no ensino básico. Lisboa: ME-DGIDC.
GTI (2017). A prática dos professores: Planificação e discussão coletiva na sala de aula. Lisboa: APM.
ME (2016). Orientações curriculares para a educação pré-escolar. Lisboa: ME.
ME (2017). Perfil dos alunos à saída da escolaridade obrigatória. Lisboa: ME.
ME (2018). Aprendizagens essenciais. Matemática. Lisboa: ME. Available at http://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico.
NCTM (2014). Princípios para a ação: Assegurar a todos o sucesso em Matemática (translation). Lisboa: APM.
Ponte, J. P. (2005). Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular (pp. 11-34). Lisboa: APM.