2020/2021

Degree | Type | Year | Semester |
---|---|---|---|

2500798 Primary Education | OT | 4 | 0 |

The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

- Name:
- Laura Morera Ubeda
- Email:
- Laura.Morera@uab.cat

- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No

- Laura Morera Ubeda

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It is suggested that students who enroll in this course have taken and passed the first-year course " Mathematics for Teachers ," second-year course " curriculum and learning of mathematics " and the subject of the third year " Management and innovation in the mathematics classroom ."
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This course focuses on developing professional skills and teaching mathematical analysis, based on analysis of real situations Primary School, allowing students to reflect on the management and revitalization of mathematical activities, innovative and interdisciplinary diversified in their future teaching.
Taught when students have already completed the three compulsory subjects the subject "Teaching and Learning of Mathematics." Since the course Mathematics at school we want to influence the ability to relate and integrate the knowledge students have acquired in previous subjects of mathematics and teaching mathematics necessary for teaching mathematics at the stage primary.
The course puts students in situations of vision must have in relation to students with the team of teachers and the school when the teacher.
The specific objectives are:
An overview that permetiguiar and organize the teaching of mathematics at school.
Knowing how to organize a database that allows unite agreements lines and activities with respect to mathematics in the center.
Have the necessary elements to create the team of teachers a positive dynamic towards mathematics.
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- Analyse, reason and communicate mathematical proposals.
- Critically analyse personal work and use resources for professional development.
- Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
- Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
- Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
- Develop autonomous learning strategies.
- Incorporate information and communications technology to learn, communicate and share in educational contexts.
- Know how primary schools are organised and about the diversity of actions involved in running them.
- Know the curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge regarding the respective procedures of education and learning.
- Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
- Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
- Stimulate and value effort, constancy and personal discipline in pupils.
- Value the relationship between mathematics and sciences as one of the pillars of scientific thought.

- Adapt teaching and learning programs and activities to pupil diversity.
- Analyse the goals of mathematics education at different stages of primary education.
- Assessing the value of, and applying professional cases relating to, the teaching of mathematics.
- Design innovative teaching sequences from contexts that provide recreational mathematics.
- Design teaching / learning strategies in which the assumptions of personal decisions are prioritized, and the identification of relevant information for individual projects.
- Design teaching and learning sequences that connect different mathematical topics.
- Develop mathematical content from the primary curriculum based on the use of mathematical games and recreations.
- Identifying, designing and communicating concepts, facts and phenomena of different sciences capable of being modelled using mathematical concepts.
- Understand and apply indicators for the evaluation and design of proposals for mathematics education from a perspective of gender equity and equality.
- Understand and critically evaluate educational software and related web-based resources in the gaming world that are suitable for teaching and learning mathematics.
- Understand recreational didactic situations involving mathematics, both inside and outside the classroom, to promote independent learning and cooperative work.

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1. The math teacher begins to work ...
1.1 Attitudes, involvement and commitment
1.2 Style and project center
2. The master class in math (compared with students)
2.1 Activities and competitions in mathematics
2.2 Resources to bring the classroom
2.3 Complementary activities
2.3.1.- Activities in the school library, theater, classroom psychomotor ...
2.3.2.- Activities in the neighborhood
2.3.3.- visits to exhibitions, museums ...
3. The teacher of mathematics at times courtyard (in relation to the team of teachers)
3.1 The world of lifelong learning.
3.1.1.- Training days
3.1.2.- network resources (resource bank, special pages ...)
3.1.3.- Associations math teachers
3.1.4.- journals recommended level
3.2 Promotion of mathematical activities for companions
3.2.1.- workshops, exhibitions, fairs, conferences ...
4. The teacher of mathematics when the bell rings to go (relative to the center)
4.1 manipulable materials
4.2 Educational Software
4.3 Bibliography mathematics
4.4.- Textbooks
5. The teacher of mathematics is everything!
5.1 Mainstreaming the subject
5.2 The verticality of the course
5.4 Attention to the transition between stages
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There will be exhibitions by the teacher and other teachers invited expert in the teaching of mathematics.
It will carry out activities and group discussions later exhibited in public.
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Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|

Type: Directed | |||

Classes | 5 | 0.2 | 3 |

Conferences | 11 | 0.44 | 3 |

Explanations | 12 | 0.48 | |

Paper | 15 | 0.6 | 2 |

Presentations | 4 | 0.16 | 4 |

Type: Supervised | |||

Individual test | 13 | 0.52 | |

Work in group | 15 | 0.6 | 3 |

Type: Autonomous | |||

Didactic sequency | 45 | 1.8 | 4 |

Discussions | 15 | 0.6 | |

Readings | 15 | 0.6 |

The evaluation of the course will take place throughout the academic year through the activities shown in the grid below. Class attendance is mandatory: students must attend all classes to be evaluated (it provides 20% of incidents), otherwise it will be considered absent. Also considered absent the student who has not delivered all evaluation activities within the established deadlines. The student must have for each section of the assessment at least 5 and 5 also the exam in order to be assessed globally. In the case of students who have attended classes but not exceeding five with some of the evaluation activities is expected recovery activities not overcome. We will study the situation individually. According to the regulations UAB, plagiarism or copying of any work will be penalized with a 0 to note that the possibility of losing work to retrieve it, whether an individual or in a group (in this case, all members of the group will have a 0). If during the performance of an individual class, the teacher believes a student is trying to copy or you discover any kind of document or device by unauthorized staff, will qualify the same at 0, no recovery option.

The date of the assessment test will be the last day of the subject.

Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|

Discussions | 30 | 0 | 0 | 2, 11, 4 |

Individual test | 10 | 0 | 0 | 9, 10, 3 |

Oral expositions | 30 | 0 | 0 | 7, 4, 3 |

Work of children | 30 | 0 | 0 | 1, 10, 11, 5, 6, 8 |

Alsina, C., Burgués, C., Fortuny, J.M., Giménez, J. y Torra, M. (1996). *Enseñar Matemáticas*. Barcelona: Graó. Capítol 1

Alsina i Català, C., Burgués i Flamarich, C., & Fortuny, J. M. (1987). *Invitación a la didáctica de la geometría*. Barcelona: Síntesis.

Alsina i Català, C., Fortuny, J. M., & Institut Català del Consum. (1992). *La matemàtica del consumidor*. Barcelona: Institut Català de Consum.

Alsina i Català, C., & Garner, A. (2010). *Asesinatos matemáticos :Una colección de errores que serían divertidos si no fuesen tan frecuentes*. Barcelona: Ariel.

Corbalán, F. (2007). *Matemáticas de la vida misma*. Barcelona: Graó.

Corbalán, F., & Aramayona Alonso, A. (2008). *Las matemáticas de los no matemáticos*. Barcelona: Graó.

D'Ambrósio, U., Giménez, J., Civil, M., & Díez Palomar, F. J. (2007). *Educación matemática y exclusión*. Barcelona: Graó.

Gardner, M. (1981) *Inspiración !Ajá!* Barcelona: Labor

Gallego Lázaro, C. (2005). *Repensar el aprendizaje de las matemáticas :Matemáticas para convivir comprendiendo el mundo*. Barcelona: Graó.

Gómez i Urgellés, J. (2000). *Per un nou ensenyament de les matemàtiques*. Barcelona: Ediciones Ceac.

Nelsen, R. B. (1996) *Proofs without Words. Exercises in visual thinking*. Washington : The Mathematical Assotiation of America.