Mathematics Workshop
- Details
- Category: Discipline
- Santos, E., & Santos, L. (2019). Estratégias avaliativas reguladoras para a aprendizagem com tarefas que usam tecnologia: Que contributo para uma prática reguladora do ensino? In Guimarães, H., Pinto, H., Silvestre, A. I., Jorge F. R. & Afonso, P. M. (Eds.), Atas do XXX Seminário de Investigação em Educação Matemática. Lisboa: APM. Silvestre, A. I., Jacinto, H., Serrazina, L., Amado, N., Carreira, S., Santos, E., Ferreira, R., Martins, C., Pires, M., & Castro, J. (2023). Valores no ensino e na aprendizagem da matemática: Os aspetos mais valorizados por professores portugueses. In Quadrante, 32 (2), 49-76. https://doi.org/10.48489/quadrante.32632 Castro, J., Rodrigues, M. (2008). Sentido do número e organização de dados: Textos de apoio para Educadores de Infância. Lisboa: DGIDC. Reimão, J., Mendes, F. (2022). A emergência do pensamento algébrico: padrões na creche e no jardim de infância. Media@ções. Vol. 10,nº1. ESE-IPS.
- Pre-school Education and Primary School Teaching
- 6128
- 22205
- Mathematics Workshop
- IPLUSO6128-22205
- 1
- 6
- 0
- 4
- Não
- Português
- The teacher will present the conceptual frameworks related to the syllabus of the UC, putting students in an active role in the development of tasks that contribute to the discussion of the topics under study, embodied in the activities that are presented below. Presentation by the teacher the tasks that require the active participation of students, accompanied by a debate within the class group. Research, discussion and reflection of empirical articles and/or theoretical papers related to preschool practice. Preparation of plans pedagogical-didactic proposals, in working group.
- Mandatory
- To frame the foundations of curriculum guidelines for preschool and primary education in the context of the development of mathematical thinking. Demonstrate knowledge about relevant aspects of study focusing on the development of mathematical knowledge in preschool-age children. Recognize the importance of experimental situations, games and everyday situations for the development of mathematical thinking. Analyse and design learning experiences that facilitate the development of mathematical thinking. Demonstrate a critical spirit and capacity for reflection in relation to their intervention proposals.
- 1- Development of number sense Numerical relationships Score Know the number series Match one by one between number and object Realize that the count does not depend on the order Understand the cardinality Operations and number Seriation Classification Term-to-term correspondence 2- Development of algebraic thinking identification of regularities 3- Data organization Using tables Use of bar graph and three-dimensional 4- Geometry and Measurement Development of spatial orientation Operate with shapes and figures Slide, Reflect and Rotate Geometric patterns Complete geometric patterns Measurement of magnitudes Compare and sort Use a unit of measurement 5- Formative assessment of learning and teaching
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Participação nas atividades da UC incluindo discussões e reflexões sobre textos e temas trabalhados nas aulas
Ao longo do semestre
25%
Portfolio reflexivo
No final do semestre
25%
Trabalho escrito de planificação de uma intervenção que deverá conter quer uma fundamentação teórica dessa proposta, quer uma reflexão pessoal sobre a sua importância para o desenvolvimento das crianças no Pré-Escolar ou 1.º ciclo
No final do semestre
50%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The program of this UC aims at the articulated development of knowledge related to the didactics of mathematics. Ultimately, this UC aims at the acquisition by students of practical – theoretical references that allow them to build a professional teaching identity whose central characteristic is that of pedagogues – didactics and didactics – pedagogues. In other words, it is about combining the usefulness of didactic devices and procedures with the knowledge of pedagogical intervention. It is within this knowledge that educators develop the reflective capacity and pedagogical sensitivity that allow them to select, adapt and reconstruct devices and procedures, in order to guarantee acoherent and consistent intervention with the pedagogical project and the educational project of the institution in which they work. Performs its function.
