| 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. |
| 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 | ||
| 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 |
| Coñecer os principios, técnicas e recursos didácticos para dar resposta ás dificultadas asociadas ao uso das distintas linguaxes en matemáticas. | AJ3 AJ9 |
BJ1 BJ2 BJ3 BJ4 BJ5 BJ11 BJ12 |
CJ1 CJ8 |
| Coñecer a influencia das compoñentes afectivas no proceso de ensino-aprendizaxe da matemática. | AJ2 AJ3 AJ8 AJ11 AJ15 |
BJ6 BJ7 BJ9 BJ12 BJ13 |
CJ1 CJ3 CJ4 CJ6 CJ7 CJ8 |
| Adquirir a capacidade de resolver situacións prácticas relativas ás dificultades da aprendizaxe da matemática. | AJ1 AJ2 AJ3 AJ8 AJ9 AJ16 AJ17 |
BJ6 BJ7 BJ9 BJ10 BJ11 BJ12 BJ13 BJ15 |
CJ1 CJ4 CJ6 CJ7 CJ8 |
| 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 |
| 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 | 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 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 |
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| Assessment | |||
| Methodologies | Competencies | 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 | |||
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Non se admite a dispensa académica de exención de docencia. Se o Nos traballos de avaliación que se entreguen, os
http://www.udc.es/biblioteca/servizos/apoio_investigacion/servizos_apoio/publicar/citar.html
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| 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 |
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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 |
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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 | |
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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. |