Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OT | 4 | 0 |
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 ."
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.
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
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.
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 |
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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.