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%

Depending on the demands and capacity of entities
external to the UDC to host students, some groups of students may, if they
prefer, replace the realization of the work supervised by a Learning and
Service project (ApS). This ApS will focus on the subject matter and will be
carried out in a group, in the same way with the protected work. 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.

In the evaluation materials to be submitted, the contents
must be appropriately referenced throughout the work and in the reference
section using certain rules. The text must be declared using these rules. In
the paraphrase must include the original sources of the ideas that are
reworked. The presence of scientific sources at work is a sign of credibility
that is an essential requirement to demonstrate academic excellence. It is
recommended to
consult:https://www.udc.es/gl/library/services/apoio_investigacion/servizos_apoio/index.html

Plagiarism must be avoided. The amendment to article 11, section 4 b) of the UDC Student Disciplinary Regulations, approved by the Governing Council, will apply, according to which the quotations and references to any text must be declared, and the literal use of the text or paraphrased ideas of other authors without declaring the source, implies:

A failing grade in the call in which the fault is committed and with respect to the subject in which it was committed: the student will be qualified with "failing grade" (numerical grade 0) in the corresponding call of the academic year, whether the commission of the fault occurs in the first callas in the second. For this, the grade will be modified in the first call report, if necessary.

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.

Castelnuovo, E. (1990). Didáctica de lamatemática moderna. Trillas: México

 
Castro, E. (ed.)(2001). Didáctica de la matemática en la Educación Primaria. Síntesis: Madrid

 
Chamorro,M. C. (coord.) (2003). Didáctica de las Matemáticas para Primaria. Pearson: Madrid

 
Chamoso, J., Rawson, E. ( 2003 ). Matemáticas en una tarde de paseo. Nivola: Madrid

Chevallard, Y., Bosch, M. Gascon, J.(1997). Estudiar matemáticas. El eslabón perdido entre enseñanza y aprendizaje. Horsori: Barcelona

 
Cockcroft,W. H. (1985). Las matemáticas sí cuentan. M. E. C.: Madrid

 
Comap ( 1999 ).  Las matemáticas en la vida cotidiana.  Addison-Wesley: Madrid

 
Corbalán, F. (2002). La matemática aplicada a la vidacotidiana. Graó: Barcelona.

 
Dickson, l.,  Brown, M., Gibson, O. (1991). El aprendizaje de las matemáticas Labor / M. E. C.: Madrid

Fisher, R. -Vince, A. (1990) Investigando las Matemáticas 4 vol. Akal:Madrid

 
Gallego L., C. [et al.] (2005). Repensar el aprendizaje de las matemáticas Matemáticas para convivir comprendiendo el mundo. Graó:Barcelona.

 
Giménez, J.; Santos, L; Da Ponte, J. P. (coords.) ( 2004 ) La actividad matemática en el aula Homenaje a Pablo Abrantes.  Graó: Barcelona.

 
Godino, Juan D. (2003) “ProyectoEdumat-Maestros. Matemáticas y su Didáctica para Maestros” URL: http://www.ugr.es/~jgodino/edumat-maestros/welcome.html

 
Gómez Chacón, I. Mª; Figueras Ocaña, L.; Marín Rodríguez, M. (2001) Matemáticasen la red: Internet en el aula de Secundaria  Ministerio deEducación y Ciencia – Narcea: Madrid.

 
Gorgorió, N.; Deoulofeu, J.; Bishop, A. (coords.) ( 2000). Matemáticas y educaciónRetos y cambios desde una perspectiva internacional.  Graó: ICE de la Universitat de Barcelona; Barcelona

Lesh, R., Landau, M. (Eds.) (1983). Acquisition of mathemátics concepts and processes . Orlando : Academic Press

 
Llinares, S. - Sánchez, M.V. (1990). Teoría y Práctica en Educación Matemática. Alfar: Sevilla

 
Maza, C. (1989) "Sumar y restar. Visor: Madrid

Powell, A., & Frakenstein, M (Eds.) (1997). Ethomathematics challenging eurocentrism in Mathematics education . New York: State University Of New York Press, cop

 
Maza, C. (1991). 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)

Learning outcomes	Study programme competences
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

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.

Methodologies / tests	Competencies	Ordinary class hours	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	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.

Methodologies	Competencies	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% Depending on the demands and capacity of entities external to the UDC to host students, some groups of students may, if they prefer, replace the realization of the work supervised by a Learning and Service project (ApS). This ApS will focus on the subject matter and will be carried out in a group, in the same way with the protected work. 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. In the evaluation materials to be submitted, the contents must be appropriately referenced throughout the work and in the reference section using certain rules. The text must be declared using these rules. In the paraphrase must include the original sources of the ideas that are reworked. The presence of scientific sources at work is a sign of credibility that is an essential requirement to demonstrate academic excellence. It is recommended to consult:https://www.udc.es/gl/library/services/apoio_investigacion/servizos_apoio/index.html Plagiarism must be avoided. The amendment to article 11, section 4 b) of the UDC Student Disciplinary Regulations, approved by the Governing Council, will apply, according to which the quotations and references to any text must be declared, and the literal use of the text or paraphrased ideas of other authors without declaring the source, implies: A failing grade in the call in which the fault is committed and with respect to the subject in which it was committed: the student will be qualified with "failing grade" (numerical grade 0) in the corresponding call of the academic year, whether the commission of the fault occurs in the first callas in the second. For this, the grade will be modified in the first call report, if necessary.

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. Castelnuovo, E. (1990). Didáctica de lamatemática moderna. Trillas: México   Castro, E. (ed.)(2001). Didáctica de la matemática en la Educación Primaria. Síntesis: Madrid   Chamorro,M. C. (coord.) (2003). Didáctica de las Matemáticas para Primaria. Pearson: Madrid   Chamoso, J., Rawson, E. ( 2003 ). Matemáticas en una tarde de paseo. Nivola: Madrid Chevallard, Y., Bosch, M. Gascon, J.(1997). Estudiar matemáticas. El eslabón perdido entre enseñanza y aprendizaje. Horsori: Barcelona   Cockcroft,W. H. (1985). Las matemáticas sí cuentan. M. E. C.: Madrid   Comap ( 1999 ).  Las matemáticas en la vida cotidiana.  Addison-Wesley: Madrid   Corbalán, F. (2002). La matemática aplicada a la vidacotidiana. Graó: Barcelona.   Dickson, l.,  Brown, M., Gibson, O. (1991). El aprendizaje de las matemáticas Labor / M. E. C.: Madrid Fisher, R. -Vince, A. (1990) Investigando las Matemáticas 4 vol. Akal:Madrid   Gallego L., C. [et al.] (2005). Repensar el aprendizaje de las matemáticas Matemáticas para convivir comprendiendo el mundo. Graó:Barcelona.   Giménez, J.; Santos, L; Da Ponte, J. P. (coords.) ( 2004 ) La actividad matemática en el aula Homenaje a Pablo Abrantes.  Graó: Barcelona.   Godino, Juan D. (2003) “ProyectoEdumat-Maestros. Matemáticas y su Didáctica para Maestros” URL: http://www.ugr.es/~jgodino/edumat-maestros/welcome.html   Gómez Chacón, I. Mª; Figueras Ocaña, L.; Marín Rodríguez, M. (2001) Matemáticasen la red: Internet en el aula de Secundaria  Ministerio deEducación y Ciencia – Narcea: Madrid.   Gorgorió, N.; Deoulofeu, J.; Bishop, A. (coords.) ( 2000). Matemáticas y educaciónRetos y cambios desde una perspectiva internacional.  Graó: ICE de la Universitat de Barcelona; Barcelona Lesh, R., Landau, M. (Eds.) (1983). Acquisition of mathemátics concepts and processes . Orlando : Academic Press   Llinares, S. - Sánchez, M.V. (1990). Teoría y Práctica en Educación Matemática. Alfar: Sevilla   Maza, C. (1989) "Sumar y restar. Visor: Madrid Powell, A., & Frakenstein, M (Eds.) (1997). Ethomathematics challenging eurocentrism in Mathematics education . New York: State University Of New York Press, cop   Maza, C. (1991). 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)
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