1)To analyze texts and observed practices, by questioning learning processes and results
2)To establish learning pathways involving different topics/areas based on relevant curriculum guidelines and NCTM standards
3)To design teaching materials for maths education, including games and electronic resources tailored to the principles guiding different methodological procedures able to promote learning and autonomy in the classroom
4)To promote learning situations in given contexts, based on methodological approaches capable of ensuring communication, cooperation, inclusion and training/ consolidation of activities vs exploration/ research in the classroom
5)To design assessment materials for the evaluation of different skills and learning, taking into account the nature of different methodologies
6)To promote autonomy, diversity and meta-cognition in the classroom as well as the ability to engage in selfevaluation and hetero-evaluation procedures while performing practical tasks
a.Development of lesson plans from the analysis of classroom data, considering the learning trajectories of preschool and elementary school children
b.Mathematical reasoning and communication: different forms of reasoning, assumptions, argumentation and generalization; types of communication in class; strategies for promoting maths communication and use of drawing and writing to aid mathematical reasoning
c.Connections and problem solving: different modes of exploring the relationships between maths content and other subjects; methodological proposals for problem solving and its different stages- different types of problems (one step vs research type) and their inherent reasoning processes, exploration of data and the use of games as problems; the role of the teacher in problem-solving
d.Inclusion and evaluation in the classroom: the use of different materials (including technological devices) in support of inclusion and autonomous work and of self- and hetero-evaluation instruments
Along the semester, students are invited to observe a pre-k to 4th grade class. They are then asked to draw up an intervention plan to be applied in the specific context in which the observation took place. This process involves the gathering of data and the identification of the aspects of learning to be considered in the intervention process which follows planning. The planning and discussion of the observations are assessed by the teacher (30% of the final grade), the group presentation of the planning activities and the discussion of ensuing practice is also required (40% of the final mark). During the semester, the students are asked to present reports from materials read and to create different materials (worksheets, games, etc.) for classroom use, and to plan assessment tools. These products are evaluated by the teacher (30% of the final grade).
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Boavida et al. (2008) A Experiência Matemática no Ensino Básico. Ministério da Educação.
De Walle, J. et al. (2010). Elementary & Middle School Mathematics Teaching Developmentally. Pearson International Edition.
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Ponte, J. & Serrazina, M. (2000). Didáctica da Matemática do 1º ciclo. Universidade Aberta.
Narciso M. e Paulus, P. (2005) Histórias da Matemática. Acedido em Outubro de 2013,
http://labap.wordpress.com/docs/.
National Council of teachers of Mathematics (2000). Princípios e Normas para a Matemática Escolar. APM
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