Study programme competencies |
Code
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Study programme competences / results
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A1 |
To know the theoretical basis of interdisciplinary work and identify its centre of interest in school and non-school contexts. |
A2 |
To identify and critically analyse interdisciplinary proposals in the educational world. |
A3 |
To design, justify and evaluate in a systematic manner interdisciplinary proposals in different educational contexts. |
A8 |
To be able to defend and argue in oral and written ways the completed investigation and/or innovation work, using audio-visual aids. |
A9 |
To test and evaluate disciplinary and interdisciplinary teaching projects in real educational contexts and to promote suggestions for improvement related to the obtained results. |
A11 |
To know and understand scientific language and use it correctly in different ways of expression and communication. |
A15 |
To identify quality and control criteria both in research and in the teaching practice, encouraging a critical, reflective and innovative spirit. |
A16 |
To design, justify and evaluate research and innovation projects in the field of Specific Didactics. |
A17 |
To select, adapt and apply materials, resources and ICTs to improve the teaching and learning in different disciplinary fields. |
B1 |
To have and understand general knowledge to establish foundations and /or opportunities to stand out in the development and implementation of ideas, mainly in an action- research context. |
B2 |
To be able to apply the acquired foundations and their problem-solving capabilities in new multidisciplinary contexts related to the specific research areas. |
B3 |
To be able to join contents and accept the challenge to formulate complex statements out of a limited or incomplete information, including reflections about social and ethic responsibilities related to the application of their own knowledge and opinions. |
B4 |
To be able to transfer and communicate their conclusions and opinions in a clear and straight manner both in a specialized and a non-specialized audience. |
B5 |
To have the required learning abilities to continue in a life-long-learning and autonomous process. |
B6 |
To be able to analyse and synthesize. |
B7 |
To be able to adapt to new situations. |
B8 |
To work with initiative and in an autonomous way. |
B9 |
To work in a collaborative way. |
B10 |
To be able to organize and plan in curricular and cross-curricular subjects. |
B11 |
To be able to innovate (creativity) within educational and non-educational contexts. |
B12 |
to behave with ethics and with social and environmental responsibility as a teacher and/or researcher. |
B13 |
To be able to communicate with their peers, educational community and with society in general in the field of their areas of knowledge. |
B14 |
To incorporate ICTs for the research process, information management, data analysis and for transferability. |
B15 |
To be able to update knowledge, methodologies and strategies in their teaching practices |
C1 |
To express correctly, both orally and in written texts, in the two co-official languages of the Autonomous Community. |
C3 |
To use the main ICT’s basic tools for their professional development and for their life-long-learning process. |
C4 |
To be able to self-develop for an open, critical, committed, democratic and solidary citizenship. |
C6 |
To critically value available knowledge, technology and information to solve problems which students must face. |
C7 |
To assume as a professional and as a citizen the importance of life-long-learning. |
C8 |
To value the importance that research, innovation and technical developments have on society’s socio-economical and cultural progress. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Coñecer e analizar as dificultadas asociadas aos distintos tipos de linguaxe e a súa interrelación na educación matemática. |
AJ1 AJ2 AJ8 AJ11 AJ16 AJ17
|
BJ6 BJ7 BJ8 BJ10 BJ13 BJ14 BJ15
|
CJ1 CJ3 CJ4 CJ6 CJ7 CJ8
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Coñecer os principios, técnicas e recursos didácticos para dar resposta ás dificultadas asociadas ao uso das distintas linguaxes en matemáticas. |
AJ3 AJ9
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BJ1 BJ2 BJ3 BJ4 BJ5 BJ11 BJ12
|
CJ1 CJ8
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Coñecer a influencia das compoñentes afectivas no proceso de ensino-aprendizaxe da matemática. |
AJ2 AJ3 AJ8 AJ11 AJ15
|
BJ6 BJ7 BJ9 BJ12 BJ13
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CJ1 CJ3 CJ4 CJ6 CJ7 CJ8
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Adquirir a capacidade de resolver situacións prácticas relativas ás dificultades da aprendizaxe da matemática. |
AJ1 AJ2 AJ3 AJ8 AJ9 AJ16 AJ17
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BJ6 BJ7 BJ9 BJ10 BJ11 BJ12 BJ13 BJ15
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CJ1 CJ4 CJ6 CJ7 CJ8
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Contents |
Topic |
Sub-topic |
As linguaxes da matemática
|
Importancia do uso simultáneo de linguaxes distintas na actividade matemática.
A linguaxe verbal
A linguaxe simbólica
A linguaxe gráfica
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Compoñentes afectivos.
|
Actitudes cara as matemáticas
Ansiedade matemática
Influencia das compoñentes afectivas no desempeño matemático |
Análise e estudo de casos prácticos. |
Dificultades en contexto
Resposta ás dificultades
Metacognición en matemáticas
Tarefas auténticas e tarefas estándar
Implementación práctica de actividades metacognitivas na aula |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Document analysis |
A11 A15 A17 B3 B5 B8 B15 C3 C6 |
0 |
15 |
15 |
Collaborative learning |
A3 A8 A16 A17 B1 B2 B3 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 C1 |
8 |
8 |
16 |
Directed discussion |
A8 A11 A15 A17 B4 B6 B9 B12 B13 |
3 |
5 |
8 |
Research (Research project) |
A1 A2 A3 A8 A9 A11 A15 A16 A17 B1 B6 B7 B9 B10 B11 B12 B13 B14 B15 C1 C3 C4 C6 C7 C8 |
5 |
20 |
25 |
Oral presentation |
A8 A11 B6 B10 B13 C1 |
1 |
3 |
4 |
Introductory activities |
A1 A2 B2 B6 |
4 |
2 |
6 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Document analysis |
Utilización de documentos de toda tipoloxía, aplicables e relacionados coas didácticas específicas (primarias, secundarias e terciarias: arquivísticos, bibliográficos, audiovisuais, hemerográficos, arqueolóxicos, orais, textuais, literarias, etc.) relevantes para a temática da materia con actividades especificamente deseñadas para o traballo coas mesmas. |
Collaborative learning |
Realización de traballos en grupos. |
Directed discussion |
Posta en común dos contidos analizados nas fontes documentáis.
Discusión sobre a súa aplicabilidade. |
Research (Research project) |
Proceso orientado á aprendizaxe do alumnado mediante a realización de actividades de carácter práctico a través das que se propoñen situacións que requiren ao estudante identificar un problema obxecto de estudo, formulalo con precisión, desenvolver os procedementos pertinentes, interpretar os resultados e sacar as conclusións oportunas do traballo realizado. |
Oral presentation |
Exposición verbal, coa utilización dos recursos expositivos adecuados, que debe reflectir todas as fases do proceso de creación e desenvolvemento dos traballos titelados. |
Introductory activities |
Presentación das liñas xerais da materia e toma de contacto cos estudantes, os seus intereses e expectativas. |
Personalized attention |
Methodologies
|
Research (Research project) |
|
Description |
Orientación dos grupos de estudantes na realización do traballo. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Research (Research project) |
A1 A2 A3 A8 A9 A11 A15 A16 A17 B1 B6 B7 B9 B10 B11 B12 B13 B14 B15 C1 C3 C4 C6 C7 C8 |
Traballo en equipo ou individual sobre un tema de interese.
Terase en conta a dificultade do tema elixido, a metodoloxía seguida na súa realización, a exposición dos resultados atopados e a argumentación das conclusións, entre outras cousas. |
60 |
Oral presentation |
A8 A11 B6 B10 B13 C1 |
O alumnado terá que facer a presentación oral e defensa dun traballo.
Terase en conta a corrección na expresión oral, capacidade de síntese, capacidades comunicativas, así como a corrección e argumentación das respostas e a súa adecuación ás posibles cuestións que se formulen.
|
10 |
Collaborative learning |
A3 A8 A16 A17 B1 B2 B3 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 C1 |
Terase en conta a participación razoada, a realización razoada das tarefas e a aportación ás dinámicas de grupo. |
30 |
|
Assessment comments |
Non se admite a dispensa académica de exención de docencia. Se o
estudante non chega a unha asistencia do 80% das clases presenciales
deberá ser evaluado por unha proba
individual. Nos traballos de avaliación que se entreguen, os
contidos incluidos deben estar apropiadamente referenciados
ao longo
do traballo e no apartado de referencias usando certas
normas. O
texto literal debe declararse usando ditas normas. No
parafraseado deben figurar
as fontes orixinais das ideas que se reelaboran. A presencia
de fontes
científicas no traballo é un signo de credibilidade que é un
requisito
imprescindible para demostrar a excelencia académica.
Recoméndase consultar:
http://www.udc.es/biblioteca/servizos/apoio_investigacion/servizos_apoio/publicar/citar.html
Tense que evitar o plaxio.
As citas e as referencias a calquera texto debe declararse,
o uso literal do
texto ou ideas doutros autores parafraseadas sen declarar a
fonte supón o
suspenso do traballo en aplicación do artigo 14.4 da NORMAS DE AVALIACIÓN, REVISIÓN E
RECLAMACIÓN DAS CUALIFICACIÓNS DOS ESTUDOS DE GRAO E
MESTRADO UNIVERSITARIO, aprobada polo
Consello de Goberno do
19 de decembro de 2013 e modificada o 29 de xaneiro de 2015, na
que se indica que "na realización de traballos,
o plaxio e a utilización de material non orixinal, incluído
aquel obtido a
través de internet, sen indicación expresa da súa
procedencia e, se é o caso, o
permiso do seu autor/a, poderá ser considerada causa de
cualificación de suspenso
na actividade".
|
Sources of information |
Basic
|
van Velzen, Joke H. (2016). Evaluating the suitability of mathematical thinking problems for senior high-school students by including mathematical sense making and global planning. THE CURRICULUM JOURNAL |
Bayetto, Anne Free Tips and Resources for Phonics
Teaching. What does the research tell us? http://www.speld-sa.org.au/links/free-tips-and-resources-for-phonics-teaching.html?task=view&id=84 Effective Strategies for Teaching Students with
Difficulties in Mathematics. The National Council of Teachers of Mathematics.
2007. http://www.nctm.org/uploadedFiles/Research_and_Advocacy/research_brief_and_clips/Research_brief_02_-_Effective_Strategies.pdf Kramarski, Bracha; Mevarech, Zemira R.; Arami, Marsel
(2002) The effects of metacognitive instruction on solving Mathematical
authentic tasks. Educational Studies in Mathematics 49: 225–250 Munro, J. (1995). SUCCESS in learning mathematics : A
learning strategies approach. Hawthorn, VIC : EdAssist. https://students.education.unimelb.edu.au/selage/pub/readings/mathsld/LD-N%20%20teaching%20framework.pdf Munro, John (2003) Dyscalculia : A unifying concept in
understanding mathematics learning disabilities. Australian Journal of Learning
Disabilities, 2003 8, (4). https://students.education.unimelb.edu.au/selage/pub/readings/mathsld/Types_of_dyscalcula.pdf Munro, John. Mathematics underachievers learning
spatial knowledge. https://students.education.unimelb.edu.au/selage/pub/readings/mathsld/Spatial%20article.pdf Naya,
Mª Cristina; Soneira, Carlos; Mato, Mª Dorinda; de la Torre, Enrique (2014)
Cuestionario sobre actitudes hacia las matemáticas en futuros maestros de
Educación Primaria. Revista de Estudios e Investigación en Psicología y
Educación. Vol.1, No. 2, 141-149 Naya-Riveiro,
M.C., Soneira, C., Mato, D. y de la Torre, E. (2015). Actitudes hacia las
Matemáticas y rendimiento académico en función de los estudios de acceso y
curso en futuros maestros. En C. Fernández, M. Molina y N. Planas (eds.),
Investigación en Educación Matemática XIX (pp. 423-430). Alicante: SEIEM. Orrantia,
Josetxu: Tarín, Julio & Vicente, Santiago (2011) El uso de la información
situacional en la resolución de problemas aritméticos, Infancia y Aprendizaje,
34:1, 81-94. http://dx.doi.org/10.1174/021037011794390094 Orrantia,
Josetxu; González, Lourdes B.; Vicente, Santiago (2005) Un análisis de los
problemas aritméticos en los libros de texto de Educación Primaria. Infancia y Aprendizaje, 28 (4), 429-451 Phonapichat, Prathana; Wongwanich, Suwimon; Sujiva, (2014)
An analysis of elementary school students’ difficulties in mathematical problem
solving Siridej Procedia - Socialand
Behavioral Sciences,116, pp. 3169-3174 http://www.sciencedirect.com/science/article/pii/S1877042814007459 Soneira,
Carlos; Naya, Mª Cristina; Mato, Mª Dorinda; de la Torre, Enrique (2015)
Autoconcepto matemático de los estudiantes de grado de Educación Primaria. En
Ramiro-Sánchez, T. y Ramiro, M.T. (2015 )Avances en Ciencias de la Educación y
del Desarrollo 2015.San Sebastián: Univ. de Granada. Pp. 521-526. Turner, R.
(2016). Lessons from PISA 2012 about mathematical literacy: An illustrated essay. PNA, 10(2),
77-94 Verschaffel, L.; DeCorte, E.; Lasure, S (1994)
Realistic considerations in mathematical modeling of school arithmetic word
problems. Learning and Instruction 4(4):273-294. https://www.researchgate.net/publication/223690245_Realistic_considerations_in_mathematical_modeling_of_school_arithmetic_word_problems |
Complementary
|
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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Other comments |
Recoméndase
os envíos dos traballos telemáticamente e, de non ser
posible, non utilizar plásticos.
Elixir a impresión a doble cara, empregar
papel reciclado e evitar imprimir borradores. Débese
facer un uso sostible dos
recursos e a prevención de impactos negativos sobre o medio
natural. Débese
ter
en conta a importancia dos principios éticos relacionados
cos valores da
sostenibilidade nos comportamentos persoais e profesionais. |
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