| Study programme competencies |
| Code | Study programme competences |
| 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. |
| A4 | To develop the linguistic competence in a foreign language oriented towards the teaching in specific subjects. |
| A5 | To acquire a methodological training to carry out educational research. |
| A6 | To stablish the general descriptors which conform a research project: to select, to develop, to deal with and interpret data and present results according to the purpose of the research. |
| A7 | - To be able to apply theoretical knowledge related to Specific Didactics, both in research as in innovation and evaluation. |
| 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. |
| A10 | To know the theoretical basis which sustain research and innovation in the field of Specific Didactics. |
| A11 | To know and understand scientific language and use it correctly in different ways of expression and communication. |
| A12 | To identify the main research and innovation lines and their evolution in the area of Specific Didactics. |
| A13 | To analyse and critically assess research work and innovation projects in specific disciplinary fields. |
| A14 | To know the different types of methodologies used in educational research considering its appropriateness for problem-solving. |
| 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. |
| A18 | To acknowledge the research and innovation applied to Educational Sciences as a lifelong tool for innovation, educational and social improvement. |
| 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. |
| C2 | To express correctly, both orally and in written texts, in a foreign language (English). |
| 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. |
| C5 | To understand the importance of the entrepreneurship culture and the available means for entrepreneurs. |
| 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 | ||
| Aplicar os principios básicos da investigación sobre o traballo práctico na análise de procesos vinculados á mellora da competencia matemática. | AJ1 AJ3 AJ4 AJ6 AJ13 AJ14 AJ15 AJ16 AJ17 |
BJ6 BJ7 BJ8 BJ9 BJ10 BJ11 BJ12 BJ14 |
CJ1 CJ5 CJ7 CJ8 |
| Coñecer as principais metodoloxías, instrumentos e técnicas de investigación e innovación na didáctica da matemática. | AJ3 AJ7 AJ8 AJ9 AJ10 AJ11 AJ12 AJ15 |
BJ2 BJ3 BJ4 BJ5 BJ6 BJ8 BJ9 BJ13 |
CJ1 CJ2 CJ5 CJ6 CJ7 |
| Coñecer e analizar a importancia dos recursos didácticos para mellorar as actitudes cara a matemática. | AJ11 AJ18 |
BJ6 BJ7 BJ8 BJ9 BJ10 BJ11 BJ12 BJ14 |
CJ3 CJ4 CJ6 CJ7 CJ8 |
| Planificar investigaciones sobre problemas relacionados coa práctica, concretamente cos avances teóricos no campo de coñecemento da didáctica da matemática. | AJ2 AJ3 AJ5 AJ6 AJ12 AJ13 AJ17 |
BJ1 BJ14 BJ15 |
CJ3 CJ6 CJ8 |
| Contents |
| Topic | Sub-topic |
| Procesos de adquisición do coñecemento en matemáticas. | Procesos de adquisición do coñecemento en matemáticas. |
| Deseño e traballo de metodologías, instrumentos, técnicas e recursos para o ensino-aprendizaje das matemáticas. | Deseño e traballo de metodologías, instrumentos, técnicas e recursos para o ensino-aprendizaje das matemáticas. |
| Principios básicos da innovación e investigación en educación matemática. | Principios básicos da innovación e investigación en educación matemática. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A2 A12 A15 B14 B15 | 0 | 10 | 10 |
| Collaborative learning | A8 A9 A13 A17 B2 B3 B8 B9 B12 C7 | 8.5 | 8.5 | 17 |
| Directed discussion | A7 B1 B4 B5 B7 B12 B13 C1 C2 C4 C6 C8 | 10 | 14 | 24 |
| Research (Research project) | A3 A4 A5 A6 A7 A16 A17 A18 B6 B8 B9 B10 B11 C3 C5 C8 | 0.5 | 18.5 | 19 |
| Oral presentation | A8 B3 B4 B6 B7 B8 B9 B13 C1 C2 | 0.5 | 1.5 | 2 |
| Introductory activities | A1 A10 A11 A14 | 1.5 | 0.5 | 2 |
| 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 | Técnica metodolóxica que supón a utilización de documentos audiovisuais e/ou bibliográficos (fragmentos de reportaxes documentais ou películas, noticias de actualidade, paneis gráficos, fotografías, biografías, artigos, textos lexislativos, etc.) relevantes para a temática da materia con actividades especificamente deseñadas para a análise dos mesmos. Pódese empregar como introdución xeral a un tema, como instrumento de aplicación do estudo de casos, para a explicación de procesos que non se poden observar directamente, para a presentación de situacións complexas ou como síntese de contidos de carácter teórico ou práctico. |
| Collaborative learning | Conxunto de procedementos de ensino-aprendizaxe guiados de forma presencial e/ou apoiados con tecnoloxías da información e as comunicacións, que se basean na organización da clase en pequenos grupos nos que o alumnado traballa conxuntamente na resolución de tarefas asignadas polo profesorado para optimizar a súa propia aprendizaxe e a dos outros membros do grupo. |
| Directed discussion | Técnica de dinámica de grupos na que os membros dun grupo discuten de forma libre, informal e espontánea sobre un tema, aínda que poden estar coordinados por un moderador. |
| Research (Research project) | Traballo extenso, realizado en grupo sobre un contido da materia. |
| Oral presentation | Exposición na aula do Proxecto de investigación. |
| Introductory activities | Actividades de evaluación inicial para comprobar os coñecementos previos dos estudantes. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Oral presentation | A8 B3 B4 B6 B7 B8 B9 B13 C1 C2 | Valorarase a clararidade, a habilidade para presentar a información e a comunicación de resultados e conclusións. | 15 |
| Collaborative learning | A8 A9 A13 A17 B2 B3 B8 B9 B12 C7 | Valorarase as comunicacións e a intervención na aula como o traballo diario e recollido na aula. | 30 |
| Research (Research project) | A3 A4 A5 A6 A7 A16 A17 A18 B6 B8 B9 B10 B11 C3 C5 C8 | Valorarase a metodoloxía, os resultados, a argumentación, as conclusións e a dificultade do tema elexido. Os contidos incluidos deben estar apropiadamente referenciados ao longo do traballo e no apartado de referencias usando as normas APA (6ª Edición ou posterior se procede). O texto literal debe declararse usando ditas normas. No parafraseado debe 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 Débese 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 supon o suspenso do traballo en aplicación do artigo 14.4 da normativa académica de avaliacións, cualificacións e reclamación, aprobada polo Consello de Goberno do 19 de decembro de 2013 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". |
55 |
| Assessment comments | |||
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A asistencia ás clases presenciais é obrigatoria.
Se o estudante non chega a unha asistencia do 80% das clases presenciais será avaliado: - por unha proba individual (exame) que será un 50% da cualificación, e - un traballo de investigación individual que será un 50% da cualifiación final. Tendo en conta que a cualificación mínima para que estas dúas partes compute na cualificación final sexa de 5. |
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| Sources of information |
| Basic |
Godino, J.D. (2013). Actividades de iniciación a la investigación en Educación Matemática.. Uno. Revista de Didáctica de la Matemática, 63, 69-76.
Mato Vázquez, D.M. (2017). Aprender para enseñar matemáticas en Educación Infantil.. Madrid: Pearson Educación S.A.
Castro Martínez, E.; Olmo Romero, Mª A.; Castro Martínez, E. (2002). Desarrollo del pensamiento matemático infantil. Departamento de Didáctica de la Matemática. Universidad de Granada, Granada.
Sivianes Valdecantos, S. (2009). El trabajo por proyectos y las matemáticas.. Números, 72, 75-80.
Burghes, D. (Editor) (2012). Enhancing primary mathematics teaching and learning.. CfBT Education Trust. Plymouth, Uk.
Santos-Trigo, M. (2009). Innovación e investigación en Educación Matemática.. Innovación Educativa, vol.9, núm. 46, 5-13.
Mato Vázquez, M.D. (2014). La afectividad hacia las matemáticas.. Createspaces: United States.
León Gómez, N.A. (2006). ¿Qué tan innovadores somos en Educación Matemática?. Números, 63, 49-57. |
| Ball, D.L., Thames, M.H., Phelps, G. (2008). Content Knowledge for Teaching. What Makes it Special? Journal of Teacher Education, 59(5), pp. 389-407. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., Tsai, Y.M. (2010). Teacher’s Mathematical Knowledge, Cognitive; Activation in the Classroom, and Student Progress. American Education Research Journal, 47(1), pp. 133-180. Hill, H., Ball, D.L., Schilling, S. (2004). Developing Measures of Teachers’ Mathematical Knowledge for Teaching. The Elementary School Journal, 105(1), pp. 11-30. Lee, P. y Lee, N.H. (2009). Teaching Primary School Mathematics: A Resource Book, Singapore: Singapore Mathematics Education Series. Pons Parra, R.M.; Serrano González-Tejero, J.M. (2011) La adquisición del conocimiento: una perspectiva cognitiva en el dominio de las matemáticas. Educatio Siglo XXI, vol. 29, núm. 2. Os estudantes teñen á súa disposición multitude de recursos que completan estas referencias na plataforma Moodle. | |
| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| 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 |