| Study programme competencies |
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Code
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Study programme competences
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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 |
| Conocer y analizar las dificultadas asociadas a los distintos tipos de lenguaje y su interrelación en la educación matemática. |
AJ1
AJ2
AJ8
AJ11
AJ16
AJ17
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BJ6
BJ7
BJ8
BJ10
BJ13
BJ14
BJ15
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CJ1
CJ3
CJ4
CJ6
CJ7
CJ8
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| Conocer los principios, técnicas y recursos didácticos para dar respuesta a las dificultadas asociadas al uso de los distintos lenguajes en matemáticas |
AJ3
AJ9
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BJ1
BJ2
BJ3
BJ4
BJ5
BJ11
BJ12
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CJ1
CJ8
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| Conocer la influencia de las componentes afectivas en el proceso de enseñanza-aprendizaje de la matemática |
AJ2
AJ3
AJ8
AJ11
AJ15
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BJ6
BJ7
BJ9
BJ12
BJ13
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CJ1
CJ3
CJ4
CJ6
CJ7
CJ8
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| Adquirir la capacidad de resolver situaciones prácticas relativas a las dificultades del aprendizaje de la 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 |
Los lenguajes de la matemática.
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Componentes afectivas.
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| Análisis y estudio de casos prácticos. |
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| Metacognición en matemáticas |
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| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
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 B15 B14 B13 B12 B11 B10 B9 B7 B6 B5 B3 B2 B1 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 |
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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 coasmesmas. |
| 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. |
| Assessment |
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Methodologies
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Competencies |
Description
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Qualification
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| 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 B15 B14 B13 B12 B11 B10 B9 B7 B6 B5 B3 B2 B1 C1 |
Terase en conta a participación razoada, a realización razoada das tarefas e a aportación ás dinámicas de grupo. |
30 |
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Assessment comments |
Si
el estudiante no llega a una asistencia del 80% de las clases
presenciales deberá ser evaluado además de por el trabajo, por una
prueba individual. En este caso los dos ítems de la evaluación (trabajo y
prueba individual) tendrán una ponderación del 50% exigiéndose en cada
una de ellas la nota igual o superior a 5 sobre 10. |
| Sources of information |
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Basic
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Desoete, A.
(2007) Evaluating and improving the mathematics teaching-learning process
throught metacognition. Journal of Research in Education Psychology, N 13, vol
5(3), pp. 705-730. Garofalo, Joe
& Lester, Frank K. (1985) Metacognition, Cognitive Monitoring, and
Mathematical Performance. Journal for Research in Mathematics Education,Vol.
16, No. 3 pp. 163-176. KRAMARSKI, BRACHA;
MEVARECH, ZEMIRA R. and MARSEL ARAMI (2002)
The effects of metacognitive instruction on solving mathematical authentic
tasks. Educational Studies in Mathematics
49: 225–250. MATURANO, CARLA INÉS, SOLIVERES, MARÍA AMALIA y MACÍAS,
ASCENSIÓN (2002) Estrategias cognitivas y metacognitivas en la comprensión de
un texto de ciencias. Enseñanza de las
Ciencias, 20 (3), 415-425 PIFARRÉ, MANOLI y SANUY, JAUME (2001) La enseñanza de
estrategias de resolución de problemas matemáticos en la ESO: un ejemplo
concreto. Enseñanza de las Ciencias, 19 (2), 297-308. Ribeiro, María Filomena1 y Neto, António José (2008) La
enseñanza de las ciencias y el desarrollo de destrezas de pensamiento: un
estudio metacognitivo con alumnos de 7º de primaria. Enseñanza de las
Ciencias, 26(2), 211–226. Rigo Lemini, Mirela1, Páez, David Alfonso y Gómez, Bernardo
(2010 ) Prácticas metacognitivas que el
profesor de nivel básico promueve en sus clases ordinarias de matemáticas. Un
marco interpretativo. Enseñanza de las Ciencias, 28(3), 405–416. Zemira
Mevarech & Shimon Fridkin (2006) The effects of IMPROVE on mathematical
knowledge, mathematical reasoning and meta-cognition. Metacognition
Learning 1: 85–97 |
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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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