Competencies / Study results |
Code
|
Study programme competences / results
|
A38 |
Adquirir competencias matemáticas básicas (numéricas, cálculo, xeométricas, representacións espaciais, estimación e medida, organización e interpretación da información, etc.). |
A39 |
Coñecer o currículo escolar de matemáticas. Analizar, razoar e comunicar propostas matemáticas. |
A40 |
Formular e resolver problemas vinculados coa vida cotiá. |
A41 |
Valorar a relación entre matemáticas e ciencias como un dos pilares do pensamento científico. |
A42 |
Desenvolver e avaliar contidos do currículo mediante recursos didácticos apropiados e promover as competencias correspondentes nos estudantes. |
B1 |
Aprender a aprender. |
B2 |
Resolver problemas de forma efectiva. |
B3 |
Aplicar un pensamento crítico, lóxico e creativo. |
B4 |
Traballar de forma autónoma con iniciativa. |
B5 |
Traballar de forma colaborativa. |
B8 |
Capacidade para elaborar discursos coherentes e organizados loxicamente. |
B9 |
Capacidade para expoñer as ideas elaboradas, de forma oral e na escrita. |
B10 |
Capacidade de expresión oral e escrita en varias linguas (a lo menos nunha lingua estranxeira). |
B11 |
Capacidade de comprensión dos distintos códigos audiovisuais e multimedia e manexo das ferramentas informáticas. |
B12 |
Capacidade de selección, de análise, de avaliación e de utilización de distintos recursos na rede e multimedia. |
B15 |
Capacidade para utilizar diversas fontes de información, seleccionar, analizar, sintetizar e extraer ideas importantes e xestionar a información. |
B18 |
Compromiso ético para o exercicio das tarefas docentes. |
B19 |
Capacidade de adaptarse a novas situacións nunha sociedade cambiante e plural. |
B21 |
CB1 - Que os estudantes demostrasen posuír e comprender coñecementos nunha área de estudo que parte da base da educación secundaria xeneral, e se adoita encontrar a un nivel que, se ben se apoia en libros de texto avanzados, inclúe tamén algúns aspectos que implican coñecementos procedentes da vangarda do seu campo de estudo |
B22 |
CB2 - Que os estudantes saiban aplicar os seus coñecementos ao seu traballo ou vocación dunha forma profesional e posúan as competencias que adoitan demostrarse por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da súa área de estudo |
B23 |
CB3 - Que os estudantes teñan a capacidade de reunir e interpretar datos relevantes (normalmente dentro da súa área de estudo) para emitir xuízos que inclúan unha reflexión sobre temas relevantes de índole social, científica ou ética |
B24 |
CB4 - Que os estudantes poidan transmitir información, ideas, problemas e solucións a un público tanto especializado como non especializado |
B25 |
CB5 - Que os estudantes desenvolvesen aquelas habilidades de aprendizaxe necesarias para emprender estudos posteriores cun alto grao de autonomía |
C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Boost and develop the knowledge of basic mathematical concepts. |
A38 A40 A41
|
B23 B24
|
|
The mathematicians in the school curriculum of the Primary Education. |
A38 A39 A42
|
B22 B25
|
|
With the aim that the students experience the utility of the mathematicians in the world that surrounds them day to day, will resolve mathematical problems and no propiamente mathematicians. |
A38 A40 A41
|
B1 B2 B3 B4 B9 B21
|
|
Evaluate and analyze the teaching and the learning of the mathematicians in the stage of Primary Education using didactic resources. |
A38 A39 A42
|
B1 B2 B3 B4 B5 B8 B9 B10 B11 B12 B15 B18 B19 B22 B25
|
C1 C3 C4 C6 C7 C8
|
To know the relationship between Mathematics and Science |
A40 A41 A42
|
B2 B4 B5 B8 B9 B11 B12 B15 B18
|
C3 C4 C7
|
Contents |
Topic |
Sub-topic |
The relionhship between Mathematics, culture and society.
|
The mathematics in the culture.
The mathematics in the society.
The mathematics like tool for the sustainability. |
The mathematics through the history.
|
The conceptions of mathematics in the different history periods.
Changes in the mathematical activities to fit to the historical circumstances. |
The teaching and learning of Mathematics in Primary Education. |
School curriculum.
Teaching and learning theoretical models
Algebraic and Computational Thinking |
Resources and materials for the teahcing and legarning of mathematics. |
Mathematical tasks.
Didactic material. |
The natural numbers. Number systems. |
Development of the concept of number.
Number systems |
The addition and the subtraction. |
Additive and substractive problems .
The algorithms.
|
The multiplication and the division. |
Multiplicative and division problems.
Algorithms.
The calculator in the classroom. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A42 B2 B3 C8 |
18 |
29 |
47 |
Laboratory practice |
A33 A34 A35 A38 A39 A42 B1 B2 B3 B4 B5 B8 B9 B11 B12 B15 B18 B19 C1 C3 C6 C7 C8 |
21 |
25 |
46 |
Mixed objective/subjective test |
A33 A34 A35 A39 A42 B2 B3 B4 B8 B9 C1 |
3 |
11 |
14 |
Workbook |
A39 A41 A42 B1 B15 C7 C8 |
0 |
10.5 |
10.5 |
Introductory activities |
B18 C4 C7 |
1 |
0 |
1 |
Directed discussion |
A39 A40 B2 B3 B8 B18 B23 B24 C7 |
2 |
1 |
3 |
Supervised projects |
A38 A39 A40 A41 A42 B1 B2 B3 B5 B8 B9 B10 B11 B12 B15 B21 B22 B23 B24 B25 C1 C3 C4 C6 C8 |
0 |
26.5 |
26.5 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
Exposition of the different topics by the teacher, seeking to present the information and motivate the study and the work |
Laboratory practice |
Classroom work on specific aspects of the different topics, solving issues that illustrate or apply the contents of the subject, following more or less open scripts, and with the help of materials |
Mixed objective/subjective test |
Written test that integrates test questions and objective test questions. As for test questions, it collects open questions of development. In addition, as for objective questions, it may combine multiple answer questions, management, short answer, discrimination, problem solving, completion and/or association. These tests will evaluate the contents exposed/worked in the master sessions, in the laboratory practices and in the readings uploaded to Moodle. |
Workbook |
Written material proposed to students to know different questions of the subject. |
Introductory activities |
Dialogue between the teacher and the student to know the interests and motivations of the student. |
Directed discussion |
Dialogue in the classroom between the students and the teacher, led by the latter, about specific aspects of the subject's topics. |
Supervised projects |
A work will be proposed, to be done in a group, related to some content of the subject.
A written report will be done by the students and a presentation will be made in the classroom, combining the use of ICT resources with oral exposure.
There will be at least one follow-up tutoring in which the group must orally expose the progress up to that time and the lines of continuity, in addition to a written script.
|
Personalized attention |
Methodologies
|
Laboratory practice |
Mixed objective/subjective test |
Supervised projects |
|
Description |
Personalised attention is described as moments of face-to-face work with the teacher.
The form and timing in which they are developed will be indicated in relation to each activity throughout the course according to the work plan of the subject.
The supervised works will be guided by group tutoring.
Each group of students must attend those follow-up tutors convened by the teacher, and orally expose their progress until that date and planned lines of continuity.
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Laboratory practice |
A33 A34 A35 A38 A39 A42 B1 B2 B3 B4 B5 B8 B9 B11 B12 B15 B18 B19 C1 C3 C6 C7 C8 |
Resolution of the different group activities, issues and problems proposed in laboratory practices, submitted in time and form. The ability to analyze, the argumentation rigor in argument, accuracy, and clarity of exposure, will be taken into account. |
20 |
Mixed objective/subjective test |
A33 A34 A35 A39 A42 B2 B3 B4 B8 B9 C1 |
The specific and precise answers will be valued, as well the degree of correction as required in each question, and the clarity in the exposition. It includes contents of laboratory practices, readings and the master session. It will be individual tests. |
40 |
Supervised projects |
A38 A39 A40 A41 A42 B1 B2 B3 B5 B8 B9 B10 B11 B12 B15 B21 B22 B23 B24 B25 C1 C3 C4 C6 C8 |
The degree of achievement of the objectives will be assessed in compliance with the teaching guidelines, the rigor, the argumentation, the depth of the analysis of the proposed situations, and the clarity of the exhibition.
It will be held in group and will be exhibited in the classroom in the last weeks of the course.
|
40 |
|
Assessment comments |
Option
A. Students who attend and participates in the 80% of interactive sessions:
The final qualification will be a
result of the results obtained in the following paragraphs:
Laboratory practices: 20%
Mixed test: 40%
Supervised work: 40% A written report
will be submitted, and a presentation
will be made in the classroom, combining the use of ICT courses with oral
exposure.
There will be at least one follow-up tutoring in which
the group must orally expose the progress up to that time and the lines of
discontinuity, in addition to a written script.
The weight in the planning and evaluation system of the subject will be the same as that of the supervised work (40%).
It is not guaranteed that all students who wish can
choose to do the work of APS, because the offer of places is conditioned by the
capacity of the choice and the needs of the entities external to the UDC.
Each activity and each section will be classified on a
scale of 0 to 10.
Those laboratory practices which are evaluated and to which
the student does not attended, will be qualified with 0 in the calculation of
the average of this section. To pass the subject, the student must reach a minimum of
5 out of 10 in each of the previous three paragraphs. In this case, the final
total qualification will be the weighted average of these three sections
according to the percentages indicated above.
If a student does not pass any of the sections, the final
grade will be fail, corresponding to the section not passed.
In the 2nd call or retake (June-July), only those failed section in
the 1st call (May-June) will be retaken and the final qualification will be
calculated in an analogous way. That is, with the weighted average following
the same percentages if the student passes the 3 sections, and with the fail
corresponding to the section not passed otherwise.
Option B.
Students who do not attend or do not participate in the 80% of the interactive
sessions:
In this case the evaluation will not be as in the previous case, but the mixed
test will constitute 100% of the final qualification.
However, those students can choose, if they prefer, to
join a working group, consisting indifferently of assistant or non-assistant
students, and carry out the supervised work (or the ApS if they wish and it is possible). In this case, the
qualification of the supervised work (or ApS) will mean the 20% of the final grade
and the final mixed test 80%, provided that both parts have a rating not less
than 5 out of 10.
Otherwise, the final grade will be the one corresponding
to the failed part..
In the 2nd call or retake (June-July), only
those section which were failed in the 1st call (May-June) will be retaken and
the final qualification will be calculated in an analogous way. That is, with
the weighted average following the same percentages in case the student passed
the 3 sections, and with the note corresponding to the failed section
otherwise.
For all students in general: Each student must place a photo on their Moodle user profile that identifies
them. The typos in the manuscripts and materials submitted will
reduce the final score. All aspects related to "academic exemption", "dedication to study", "permanence" and "academic fraud" will be governed in accordance with the current academic regulations of the UDC.
|
Sources of information |
Basic
|
Nunes T., Dias Schliemann, A., Carraher, D. W. (1993). Street mathematics and school mathematics . Cambridge (USA) : Cambridge University Press
(). .
Lesh, R., Landau, M. (Eds.) (1983). Acquisition of mathemátics concepts and processes . Orlando : Academic Press
Rowland, T., Turner, F., Thwaites, A., & Huckstep, P. (2009). Developing Primary Mathematics Teaching Reflecting on Practice with the Knowledge Quartet. London: SAGE Publicatations
van De Walle, J. A., Karp J. S., & Bay- Williams, J. M. (2016). Elementary and Middle School Mathematics Teaching Developmentally. Essex, England: Pearson
Schoen, H, Zweng, L., Marilyn J. (1986). Estimation and Mental Computation 1986 yearbook. Reston (USA): National Council of Teachers of Mathematics
Powell, A., & Frakenstein, M (Eds.) (1997). Ethomathematics challenging eurocentrism in Mathematics education . New York: State University Of New York Press, cop
Reys, R., Lindquist, M. M., Lambdin, D. V., Smith, N. L. (2012). Helping Children Learn Mathematics. New Jersey: John Wiley & Sons, Inc
Burger, W. F., Peterson, B. E., Musser, G. L. (2006). Mathematics for elementary teachers a contemporary approach. 7th ed.. New York : John Wiley & Sons
Sutherland, R (2007). Teaching for learning mathematics . Maidenhead, England : Open University Press
Hopkins, C., Pope, S., & Pepperell, S. (2004). Understanding Primary Mathematics. Londres: David Fulton Publishers |
Alsina, C. Fortuny, J. M.(1994) La matemática del consumidor. institut català
del consum:Barcelona
Álvarez, A.
(1995). Uso de la calculadora en el aula (carpeta ESO) Narcea:Madrid
Álvarez, A.
(1996) Actividades matemáticascon materiales didácticos (Carpeta
para la ESO) (narcea:madrid)
Antón, J.L.
y otros (1994). Taller dematemáticas (carpeta e.s.o.) Narcea:Madrid
Baroody, A.J. (1988). El pensamientomatemático de los niños. Visor - M.E.C.: Madrid Burger, W. F., Peterson, B. E., Musser, G. L. (2006). Mathematics for elementary teachers a contemporary approach. 7th ed.. New York : John Wiley & Sons Callejo, M. L. e Goñi, J.M. (2010). “Educación matemátia y ciudadanía”. Barcelona: Graó. Carrillo, J., Contreras, L. C., Climent, N., Montes, M. A., Escudero, D. I. e Flores, E. (Coords.) (2016) Didáctica de las Matemáticas para maestros de Educación Primaria. Madrid: Ediciones Paraninfo.
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E. (1990). Didáctica de lamatemática moderna. Trillas: México
Castro, E.
(ed.)(2001). Didáctica de la matemática en la Educación Primaria. Síntesis:
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Chamoso, J.,
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H. (1985). Las matemáticas sí cuentan. M. E. C.: Madrid
Comap ( 1999
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vidacotidiana. Graó: Barcelona.
Dickson, l.,
Brown, M., Gibson, O. (1991). El aprendizaje
de las matemáticas Labor / M. E. C.: Madrid
Fisher, R.
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Gallego L.,
C. [et al.] (2005). Repensar el aprendizaje de las matemáticas Matemáticas para
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Giménez, J.;
Santos, L; Da Ponte, J. P. (coords.) ( 2004 ) La actividad matemática en el aula
Homenaje a Pablo Abrantes. Graó:
Barcelona.
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D. (2003) “ProyectoEdumat-Maestros. Matemáticas y su Didáctica para Maestros”
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Gómez
Chacón, I. Mª; Figueras Ocaña, L.; Marín Rodríguez, M. (2001) Matemáticasen la
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Gorgorió,
N.; Deoulofeu, J.; Bishop, A. (coords.) ( 2000). Matemáticas y educaciónRetos y
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Barcelona
Lesh, R., Landau, M. (Eds.) (1983). Acquisition of mathemátics concepts and processes . Orlando : Academic Press
Llinares, S.
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Maza, C. (1989)
"Sumar y restar. Visor: Madrid
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Multiplicar y dividir. Visor: Madrid
N.C.T.M.
(2003). Principios y Estándares para la educación matemática. S.A.E.M. Thales:Sevilla)
Nunes T., Dias Schliemann, A., Carraher, D. W. (1993). Street mathematics and school mathematics . Cambridge (USA) : Cambridge University Press
Orton,
A.(1990). Didáctica de las matemáticas. Morata / M.E.C.: Madrid Reys, R., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2012). Helping Children Learn Mathematics. New Jersey: John Wiley & Sons, Inc Rowland, T., Turner, F., Thwaites, A., & Huckstep, P. (2009). Developing Primary Mathematics Teaching Reflecting on Practice with the Knowledge Quartet. London: SAGE Publicatations Schoen, H, Zweng, L., Marilyn J. (1986). Estimation and Mental Computation 1986 yearbook. Reston (USA): National Council of Teachers of Mathematics
Segovia, A. e Rico, L. (Eds.) (2016). Matemáticas para Maestros de Educación Primaria, Madrid: Pirámide
Sutherland, R (2007). Teaching for learning mathematics . Maidenhead, England : Open University Press van De Walle, J. A., Karp J. S., & Bay- Williams, J. M. (2016).Elementary and Middle School Mathematics Teaching Developmentally. Essex, England: Pearson
Velásquez, F.
(coord.) (2004) Matemáticase Internet ( Graó: Barcelona) |
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 |
Education in Mathematics II/652G02018 | Education in Mathematics III/652G02024 | Problem Solving in Mathematics/652G02030 |
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Other comments |
Academic works sent electronically advised. Otherwise, use double square printing, recycled paper, avoid printing drafts, and do not use plastics. There must be a sustainable use of resources; Negative impacts on the natural environment must be avoided. The importance of ethical principles related to the values of sociability in personal and professional behaviors should be taken into account. This subject is assigned to the "English Friendly" program. Equity conditions between men and women will be guaranteed; no discrimination will be allowed. |
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