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Mathematics Applications
Scholar Year: 2016/2017 - 1S
| Code: |
ESE_MAT |
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Acronym: |
FC_MAT |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| FC |
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1º |
5,0 |
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Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
- Understand, thoroughly,and mobilizing concepts and procedures relating to the subjects of mathematics:
Patterns and Functions;
Geometry and Measurement;
Probability
-Relate mathematical ideas, concepts, and procedures
- Solve geometric modeling and optimization problems
- Solve problems using mathematical models to represent and understand quantitative relationships
- Solving Probability Problems to Model Situations of Reality
- Use inductive and deductive rationing
-Use technological tools (Dynamic Geometry Environments (AGD), applets and spreadsheet) in problem solving
Syllabus
Patterns and Functions
• Modeling and exploration of patterns and functions
• Arithmetic and geometric progressions
• Average rate of change, rate of change and derived of a function
• Optimization problems in the context of derived of a function
Geometry and Measurement
• Area and volume optimization problems
• Linear programming problems
Probability
• Problems of conditional probability
• Normal probability model
Demonstration of the syllabus coherence with the UC intended learning outcomes
This CU is aimed at in-depth understanding and mobilizing concepts and procedures relating to subjects Patterns and Functions; Geometry and Measurement; Probability. The concepts will be discussed to include numerous and varied experiences of problem solving, through which perspective the development of the ability to think mathematically and appreciates the understanding and deepening of comprehensive and specialized notions of different mathematical topics mentioned above.
Work on program content also helps students develop their ability to relate mathematical ideas, concepts, and procedures, as well as to use technological tools (where appropriate).
Teaching methodologies
The work to be undertaken under this course will focus on the active participation of students in either individual work or group work, looking for the development of the skills mentioned above.
The work sessions are organized in b-learning mode. At least three face-to-face sessions are scheduled and the remaining sessions will be at a distance. The work developed at a distance will be supported by the moodle platform. Students have the opportunity to participate in forums and perform diverse tasks then introduced for this purpose.
The sessions have as main context the resolution and discussion of problems. Exploratory tasks are also carried out to introduce concepts and procedures. If it is considered necessary, exercises are also proposed with the objective of consolidating procedures essential to the topics addressed. The work developed includes (a) problem solving and elaboration of reports on the activity developed; (B) resolution of exploratory tasks and exercises. In addition to the Moodle platform students will have access to technological tools such as spreadsheets, AGDs and Applets, resources used whenever this is appropriate for the work to be developed with students, in particular in mathematical modeling situations.
The tutorial follow-up consists in the orientation and organization of the study on the various themes and also in the clarification of doubts arising from the study. It can be done in person or at a distance.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
It is expected that, at the end of the UC, students: (a) mobilize concepts related to Patterns and Functions, Geometry and Measurement and Probabilities, namely in solving problems and mathematical modeling situations; (B) relate ideas, concepts and procedures related to the topics addressed; (C) solve problems using, in particular, mathematical models; (D) use technological tools in problem solving. Thus, in order to achieve UC objectives, students solve problems on the various topics and produce the corresponding reports individually or in groups, perform exploratory tasks and exercises, and prepare and present papers. The use of technological tools (AGD, applets and spreadsheet) in solving problems also contributes to the development of the learning objectives of this CU.
Assessment methodologies and evidences
The evaluation focuses on the work developed throughout the CU. Participation in the forums and the accomplishment of the tasks proposed via moodle (20%), (ii) participation in face-to-face classes and the accomplishment of the tasks proposed there (10%) will be taken into account; (Iii) a two-phase and two-step problem resolution report (35%); (Iv) the execution of an individual problem resolution report (35%).
Each student is expected to: (a) be present in at least 75% of classes (participation face-to-face and at distance) and participate in the discussion of the issues under analysis, as well as in the proposed assignments; (B) execute the requested evaluation products, evidencing with clarity and rigor the knowledge acquired; (C) engages in the study / preparation for the different assessment activities
Students who do not meet the conditions associated with the continuous assessment modality will take a final exam.
Attendance system
Considering the specificity of training and the high percentage of technical training at CU, the attendance of students is regulated in a minimum of 75% attendance at UC ((participation face-to-face and at distance) , except for students with special status (Article 24 of the RFA).
Assement and Attendance registers
| Description |
Type |
Tempo (horas) |
End Date |
| Attendance (estimated) |
Classes |
34 |
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| |
Total: |
34 |
Bibliography
Breda, A., Serrazina, L.; Menezes, L.; Sousa, H. & Oliveira, P. (2011). Geometria e Medida no Ensino Básico. Lisboa: ME-DGIDC, disponível em http://area.dgidc.min-edu.pt/materiais_NPMEB/070_Brochura_Geometria.pdf.
Costa, B. & Rodrigues, E. (2014). Novo Espaço 11. Porto: Porto Editora.
Costa, B. & Rodrigues, E. (2014). Novo Espaço 12. Porto: Porto Editora.
Graça Martins, M. E & Ponte, J. P. (2011). Organização e Tratamento de Dados, disponível em http://area.dgidc.min-edu.pt/materiais_npmeb/matematicaOTD_Final.pdf .
Graça Martins, M. E. & Cerveira, A. (1998). Introdução às probabilidades e estatística. Lisboa: Universidade Aberta.
Jacobs, H. (2003). Geometry. New York: W. H. Freeman and Company.
Ponte, J., Branco, N. e Matos, A. (2009). Álgebra no Ensino Básico. Lisboa: DGIDC – Ministério da Educação, Disponível em http://sitio.dgidc.min-edu.pt/matematica/Documents/npmeb/Brochura_Algebra_(Set2009).pdf .
Teixeira, P., Precatado, A., Albuquerque, C., Antunes, C., & Nápoles, S.M. (1998). Funções: 11.º ano de escolaridade. Lisboa: ME – DES.
Teixeira, P., Precatado, A., Albuquerque, C., Antunes, C., & Nápoles, S.M. (1998). Funções: 12.º ano de escolaridade. Lisboa: ME – DES.
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