Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 2 | 2 |
This course requires a basic level of mathematics equivalent to that achieved in Secondary Education (12-16). Moreover, as we know that mathematics has often been seen as a set of formulas and techniques, it is important that students enrolling in this course have an open and critical attitude with this view, developing a new approach to mathematics from different perspectives. It is strongly recommended that students have passed the course "Mathematics for teachers".
The purpose of this course is to acquire a deep knowledge of the mathematical content in the Primary School Curriculum. Several curricular documents will be analyzed in order to show the students different resources that allow them to contextualize the mathematical knowledge in their future teaching. In addition to providing students with educational tools to develop basic mathematical content, this course also aims to provide them with methodological tools that allow them to create rich educational activities that could be applied for teaching other subjects. The specific objectives of this subject are:
1. The mathematics curriculum
1.1 Structure of the current curricular documents in mathematics
1.2 Contrast between different curricular documents.
1.3 Analysis of the mathematical content in the curriculum.
1.4 The dimensions of the mathematics curriculum (Transversal axis)
1.4.1 Problem Solving
1.4.2 Representation and communication
1.4.3 Connections
1.4.4 Reasoning and proof
2. Curriculum’s organization: Numbers and calculation
2.1 Numbers to count and calculate. Decimal numeral system.
2.2 Situations and problems of arithmetic: additive thinking. Calculation by counting. Calculation by structuring. Formal calculation.
2.3 Situations and problems of arithmetic: multiplicative thinking. Acquiring basic skills and properties.
2.4 Use of algorithm and reasoned calculation.
2.5 Estimation and approximation. Numerical sense.
2.6 Exact calculation, written calculation and calculator.
2.7 Analysis of class situations, textbooks and TAC (Technologies for learning and communication) applications.
3. Curriculum’s organization: Space and shape
3.1 Knowledge of flat shapes: lines, polygons and puzzles. Classifications using basic elements of geometry.
3.2 Relationship 2D-3D. Orientation on the plane and space. Labyrinths, roads and coordinates.
3.3 Study of shape. Geometric solids. Construction of polyhedra and 3D puzzles. Curves and generation of solids of revolution.
3.4 Use of different materials for the teaching of geometry.
3.5 Analysis of class situations, textbooks and TAC (Technologies for learning and communication) applications.
The protagonist in the learning process is the student, and under this premise methodology has been planned.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Oral presentation in small groups | 6 | 0.24 | 1, 4, 7, 6 |
Whole group session | 24 | 0.96 | 4, 5, 6 |
Workshop in small group | 15 | 0.6 | 4, 8 |
Type: Supervised | |||
Individual or small group tutorials | 30 | 1.2 | 5, 3 |
Type: Autonomous | |||
Individual work | 75 | 3 | 1, 4, 3, 6 |
Attendance at classes of the course is required. You must attend at least 80% of classroom hours to be evaluated in the course.
All evaluation activities carried out throughout the course must be submitted within the deadline in the syllabus. If not delivered within the deadline, the evaluation of this activity will be automatically a zero.
Plagiarism of all or part of an assessment activity and / or the copy of any of the assessment activities is a direct cause to fail the course.
The mark in a group activity doesn’t have to be the same for all the members of the group. The evaluation process in a single working group is determined by the evidence of learning of each member of the group.
In order to pass the subject, it is necessary to obtain at least a 5 in the individual written exam, and to have an average mark equal to or greater than 5 in the rest of the tasks.
Exam resit: Students who have a grade of more than 3.5 but do not achieve a grade of 5 in the final exam may retake the exam. This exam will be held one week after the ordinary exam. The maximum grade in a resit exam is 5.
Tasks repetition (summaries and task in pairs): Students who having passed the exam do not achieve a grade of 5 can submit again, individually, all the failed tasks. The maximum grade in a resit task is 5.
Students who have to submit again any task besides resitting the exam should notice that repeated tasks would be only corrected in case of passing the exam resit.
The overall grade of the course is the weighted average of all the assessment activities and the grade obtained in the final exam or in the exam resit.
Passing the exam is a condition for having a weighted average mark.
Students who have failed the exam can have a maximum final mark of 4.
If, having passed the exam, the result of the weighted average does not reach 5, the overall grade is the weighted average mark.
Oral presentations cannot be repeated.
Assessment dates
Analysis of a problem: end of the fifth week
Workshop submissions:
- Curriculum: end of bloc 1
- Numbers and operations: end of bloc 2
- Geometry: the day before the exam
Exam: fifteenth week (there may be midterm exams)
Resit examinations and activities: sixteenth week
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Activity in pairs: competential analysis of children's resolutions. | 15% | 0 | 0 | 1, 4, 2, 7 |
Group activity: Workshops about Curriculum, Numbers and Geometry. | 20% | 0 | 0 | 1, 8, 5, 2, 6, 9 |
Individual final exam. | 50% | 0 | 0 | 1, 4, 8, 5, 3, 2, 9 |
Oral presentation in group. | 15% | 0 | 0 | 1, 8, 6, 9 |
Books of reference
Burgués, C. (2013). Competències bàsiques de l'àmbit matemàtic. Identificació i desplegament a l'educació primària. Generalitat de Catalunya. Departament d'Ensenyament.
NCTM. (2003). Principios y estándares para la educación matemática. Granada: Sociedad Andaluza de Profesores de Matemáticas.
TAL Team (2001). Children learn mathematics. Utrecht: Freudenthal Institute and National Institute for Curriculum Development.
TAL Team (2005). Young children learn measurement and geometry. Utrecht: Freudenthal Institute and National Institute for Curriculum Development.