- Details
- Category: Discipline
- Brown, S. & Walter, M. (1993). Problem Posing: Reflections and Applications. Psychology Press Har, Yeap, (2013). Teaching to Mastery-Bar Modeling A Problem-solving Tool. Marshall Cavendish Int (S) Pte Ltd, Singapore Canavarro, A.P., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M.J., Correia, P., Marques, P., Espadeiro, G. (2021). Aprendizagens Essenciais da Matemática para o Ensino Básico. Lisboa: ME. Polya, G. (2003). Como resolver problemas. Lisboa: Gradiva.
- Primary Education
- 6127
- 22160
- Problem Solving, Communication and Mathematical Reasoning
- IPLUSO6127-22160
- 3
- 5
- 0
- 4
- Não
- Português
- The methodology applied will be based on exploratory teaching. This was consubstantiated in the activities presented below. • Execution and discussion of different problems. • Analysis of preschool, 1st and 2nd cycle students' resolutions in different problems. • Critical reading of author texts about problem solving.
- Mandatory
- a- Develop the understanding of different mathematical topics, as well as the use of this knowledge in solving problems in different contexts. b- Develop reasoning habits with problem solving, through connections between mathematical topics and mathematical communication. c- Analyse and discuss resolutions of basic education students' problems as a starting point to understand the importance of representation in explaining reasoning and mathematical communication. d. Develop the ability to solve and formulate problems. At the end of the process, students should be able to: 1. Recognize what a problem is. 2. Distinguish different types of problems. 3. Develop different strategies for the same problem 4. Anticipate different strategies for solving the same problem 5. Establish connections between Mathematics topics in problem solving 6. Use different representations to communicate mathematically (orally and in writing) explaining a mathematical argument.
- 1- Problems and resolution strategies 1.1. What's a problem? 1.2. Different types of problems 1.3. Strategies 2- Formulation of problems 2.1. Problem formulation strategies 2.2. Selection and enrichment of tasks that involve problems 3- Connections within Mathematics itself 3.1. Connections between Geometry and Number 3.2. Connections between Geometry and Measurement 3.3. Connections between Numbers and Algebra 4- Problem solving and the ability to reason and communicate mathematically 4.1. Learning with understanding through the formulation and validation of conjectures 4.2. Learning with understanding through sharing the way of thinking about mathematical ideas and processes
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
Teste de avaliação
15-01-2026
45%
o aluno deverá obter a classificação miníma de 7 valores
Participação ativa nas atrefas da aula
ao longo do semestre
15%
Resolução de dois problemas em trabalho de pares
ao longo do semestre
20% cada
- Semestral
- The curricular unit Problem Solving, Communication and Mathematical Reasoning aims to provide future teachers with a deepening of knowledge, both conceptually and methodologically, in order to develop, in students, problem solving as a mathematical capacity as well as reasoning, communication mathematics. Valuing, in this way, critical thinking and originality and providing enriching experiences supported by its exploration and research activities.
- Details
- Category: Discipline
- Digital Health
- 7035
- 26602
- Bioentrepreneurship
- IPLUSO7035-26602
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 15588
- Diversity and Inclusive Education
- IPLUSO6857-15588
- 2
- 2
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- PMBOK (2021). A Guide to the Project Management - Body of Knowledge, 7 th ed., Project Management Institute (PMI). Miguel, António (2019). Gestão Moderna de Projetos - Melhores Técnicas e Práticas, FCA. Slides/Folhas de apoio disponibilizadas pelo docente no âmbito da gestão e avaliação de projetos. Pinto e Tscharf (2019). SCRUM A Gestão Ágil de Projetos, FCA. ICB4 (2015). Referencial de Competências Individuais para Gestão de Projetos, Programas e Portefólios, v. 4.0 Português (APOGEP), Internacional Project Management Association (IPMA).
- Business Management and E-Commerce
- 6147
- 10010
- Project Management
- IPLUSO6147-10010
- 1
- 3
- 0
- 4
- Não
- Português
- (1) theoretical - practical sessions lasting four hours, in which teaching has a practical orientation, with the resource whenever pertinent to problem solving / Case Studies and in whose discussion the participation of students will be requested ; (2) theoretical exposition, complemented with problem solving and application of theory to practical situations in the context of project management; (3) and teaching fundamentally uses: (i) the expository and demonstrative pedagogical method; (ii) problem solving; (iii) and group discussion. The evaluation is carried out through a theoretical test (45% of the final grade), a group work, related to a project plan, in turn, based on a case study previously provided by the teacher (40% of the final grade) and an analysis of an academic article (chosen by the student but with the prior approval of the teacher), related to project management (15% of the final grade).
- Mandatory
- OA1: Define and relate some of the main concepts of project management (PM), including the stakeholders involved, and what are the main competencies of a project manager; OA2: Acquire skills in the area of soft skills according to the international standardization reference of PMBOK(PMI); OA3: Identify existing project types, as well as their main phases, within the scope of their life cycle; OA4: Describe the main processes and areas of PM knowledge according to the PMBOK (PMI) international standardization framework, as well as the main PM typologies; OA5: Identify and define requirements, as well as the main documents that accompany a project; OA6: Define and sequence the activities of a process through CPM / PERT techniques and analyze the critical path; OA7: Use a project management tool (e.g., Microsoft Project, Project Libre);
- CP1: Project management: concepts, organization and management, success factors, standardization and life cycle; CP2: Project manager; individual competences for the GP; CP3: Main paradigms in GP; Agile Methods vs Traditional Methods (waterfall); CP4: Main bodies and certifications in GP and existing references. Presentation of the PMBOK (PMI) framework: processes and knowledge areas of the PM; CP5: People Domain; Leadership Styles, Leadership Practices, Communication, Motivation and Team Development, Conflict Management, Emotional Intelligence; CP6: Domain of Processes within the project life cycle; initiation, planning, execution, monitoring and control, and closure. Preparation of management plans: scope, schedule, costs, quality, resources, communications, acquisitions, risks and stakeholders; CP7: Agile project management (Scrum Method): Definition, values, Scrum cycle, Scrum roles, iterations, product backlogs, sprints, cost control.
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
Teste de avaliação
08-01-2026
45%
Trabalho de grupo
15-01-2026
40%
Apresentação e analise de um artigo academico no âmbito da Gestão de Projectos
11-12-2025
15 %
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
- Main theme is the project management based on the PMBOK® 7 ed.(PMI)(processes and th support knowledge areas); Scope: Information Systems, involving project management Focus: People (soft skills), Processes and areas of knowledge
- Details
- Category: Discipline
- Davidovits, P. (2001). Physics in Biology and Medicine. 2nd edicion. Academic Press. Glaser, R. (2012). Biophysics: An Introduction. 2nd edicion. UK: Springer. Grodzinsky, A. (2011). Fields, Forces, and Flows in Biological Systems. USA: Taylor and Francis Group.
- Forensic and Criminal Laboratory
- 4068
- 19527
- Elements of Physics
- IPLUSO4068-19527
- 1
- 3
- 0
- 4
- Não
- Português
- In practical classes, the student has prior access to the experimental protocols to be carried out in each class session, which allows for prior reading and preparation. These protocols are accompanied by a set of questions, in order to ensure individual preparation and, subsequently, the discussion of procedures and results.
- Mandatory
- It is intended that the student develop knowledge about the general concepts of physics and apply these concepts in a theoretical-practical environment and in simulations. The areas of knowledge taught preach with essential aspects for understanding the fundamentals and procedures in the forensic area.
- Radiation and energy Heat shaking, heat and temperature Mechanics Some Properties of Matter Optics Electricity and magnetism Fluid Dynamics Restricted Relativity
Descrição
Data limite
Ponderação
1º Teste de avaliação
50%
2º Teste de Avaliação
50%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente teórica (T). A avaliação consta da realização de duas frequências. A classificação mínima em cada parâmetro de avaliação é de 9,5 valores. classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas tem de ser igual ou superior a 9,5 valores.
- Semestral
- Physics is one of science's fundamental areas, and as a consequence, it is also part of forensic laboratory sciences core. Its applicability within many investigative areas, such as toolmark and shoeprint analysis, ballistics, inorganic material analysis, impact and accident investigation, or the investigation of structural flaws, make Physics an extremely important basis within the CTSP scope of studies. The Curricular Unit in Physics Elements aims to provide students with the basic knowledge that will allow them to understand and equip them to carry out the many analysis and investigations relative to this field of knowledge.
