Mathematics Education

Category: Discipline
  • Não
  • The Curricular Unit aims to consolidate and expand students' knowledge of mathematics. It also identifies mathematical learning in the 1st and 2nd Cycles of Basic Education, as defined by guiding and regulatory documents. In addition to the objectives directly related to mathematics and defined in the Curricular Unit Form, students are expected to develop their communication and mathematical representation, cooperation, and research skills.
  • Semestral

  • 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

    Prova de Avaliação Escrita

    dd-mm-yyyy

    40%

    Portfólifo individual com o registo das actividades propostas

    Participação dos estudantes e tarefas realizadas na aula

    dd-mm-yyyy

    25%

    10%

    Realização e discussão de relatórios de atividades, e de  atividades efetuadas a pares ou em grupo

     

    25%

     

    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...

     
  • The contents are defined that allow to lead to the perspective that Mathematics Education is for everyone: Elementary concepts of mathematics inscribed in the essential learning of the 1st cycle and 2nd cycle of Basic Education educationhomologated by Order no. 6944 - A / 2018, of July 19: numbers, algebra, data and probabilities, and geometry and measurement; in articulation with previous Curricular Units. Mathematical skills: problem-solving, mathematical reasoning, mathematical communication, multiple representations and mathematicalconnections. Factors and strategies that promote success in mathematics.
  • This course aims to promote the perspective that mathematics can be learned by all students, particularly in students of the 1st and 2nd cycles of basic education. In this sense, the following objectives are defined Use properly and explain elementary concepts of Mathematics inscribed in the essential learning of the 1st cycle and 2nd cycle ofeducation of the EB homologated by the Order no. 6944 - A/2018, of July 19: numbers, algebra, data and probabilities, and geometry and measure; in articulation with previous Curricular Units. Identify, describe and promote factors and strategies that promote success in Mathematics. Differentiate and value different mathematical skills: problem solving, mathematical reasoning, mathematical communication, multiplerepresentations and mathematical connections. To investigate approaches and methods facilitating the learning and teaching of mathematics. To identify, describe and foster factors and strategies that promote success in Math. 
  • Mandatory
  • Assume several modalities of work  and are diversified in scope corresponding to moments of debate, resolution of exercises and problems, and research. Students are encouraged to reflect on their findings, learning and problem solving processes, which contributes to the development of their mathematical reasoning and mathematical communication skills. Debates and moments of critical reflection are promoted for students to identify and understand their strengths and weaknesses and to appreciate mistakes as important motivators for improving their learning and understanding. Debates also provide critical learning as they allow the development of analytical and argumentative skills. Activities of an investigative nature are also present in this CU so that students can acquire a taste for research, build their own knowledge and develop skills inherent to the teaching activity.
  • Português
  • António, Ana (2020). Matemática. Arte. Emoção. Independently publisher. Canavarro, A. (et al). (2020). Recomendac?o?es para a melhoria das aprendizagens dos alunos em Matema?tica. Lisboa: ME/DGE Carvalho e Silva, J. (2022). Matemática para um mundo melhor. Educação e Matemática (164), 1. Cosme, A. (2018). Projeto de autonomia e flexibilidade curricular: Estudo avaliativo da experie?ncia pedago?gica desenvolvida em 2017/2018 ao abrigo do despacho N.º 5908 / 2017. Lisboa: DGE Direção Geral da Educação (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Direção Geral da Educação. (2018). Aprendizagens Essenciais para o Ensino Básico. Fernandes, D., Machado, E. A., & Candeias, F. (2021). Para uma avaliac?a?o pedago?gica: dina?micas e processos de formac?a?o no projeto MAIA (2020-2021). Lisboa: Ministe?rio da Educac?a?o/Direc?a?o-Geral da Educac?a?o. NCTM. (2020). Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom, 4th ed.
  • 4
  • 0
  • 5
  • 1
  • IPLUSO6857-25598
  • Mathematics Education
  • 25598
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

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