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Fundamental Concepts in Mathematics

Scholar Year: 2017/2018 - 1S

Code: EDB10046    Acronym: CFM
Scientific Fields: Formação na Área da Docência
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
LEB 41 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
Maria de Fátima Pista Calado MendesHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 4,00
Ana Maria Boavida   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

-Understand and mobilize concepts and procedures related with the fundamental themes of mathematics such as:
Geometry and Measurement; Number and Operations; and Algebra and Functions;
- Use inductive and deductive reasoning;
- Recognize and use the specific discourse of mathematics to communicate effectively;
- Demonstrate ability to connect ideas, concepts and mathematical procedures;
- Demonstrate the ability to justify mathematical knowledge.

Syllabus

Geometry and Measurement
-Geometric solids
-Volume and capacity
-Nets of geometric solids
-Properties of plane shapes
-Areas and perimeters
-Congruent and equivalent shapes
Number and Operations
-Numerical sets
-Properties of arithmetical operations
Algebra and Functions
-Regularities and numerical sequences
-Arithmetic and geometric progressions
-Families of functions and their representation


Demonstration of the syllabus coherence with the UC intended learning outcomes

This CU aims to mobilize and to understand in-deep the concepts and procedures related to Geometry and Measurement, Number and Operations and Algebra and Functions’ topics. Furthermore, the proposed tasks will help students to use inductive and deductive reasoning and to enable them to develop and use the specific discourse of mathematics to effectively communicate. The themes are worked seamlessly, to connect ideas,concepts and mathematical procedures.

Teaching methodologies

The work will focus on active students’ participation, either individually or in group, aiming to in depth the knowledge of the mathematical topics.
The sessions are organized in the context of problem solving. This process includes problem solving and reporting; presentation of topics; elaboration and discussion in small groups of short written tasks. The tutorial support, individual support or group support, consists in the orientation and organization of the student study to deepen the themes and answering questions posed by students and can be done in person or distance.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The active participation of students, individually or in groups, aims to contribute to the further development of the themes of this CU. To facilitate that the study of the topics can be developed with understanding, the working sessions are organized in the context of problem solving. To achieve the goals of CU, students will engage in diversified activities such as solving problems on the various topics, elaboration of reports and the preparation and presentation of short oral presentations.

Assessment methodologies and evidences

The evaluation will focus on the work done over the course unit and on two individual written tests (50%+50%).

Attendance system

To take advantage of the form of continuous assessment, each student has to attend 75% (50% for working students) of classroom sessions. If this does not occur the student have to perform an examination.
Each test focuses on a part of the course content and the two tests cover all the contents. To complete the course in continuous assessment mode is required to have, in each test, a grade 7 (from a a total of 20).

Bibliography

Caraça, B. J. (1998). Conceitos fundamentais da Matemática. Lisboa: Gradiva.
Haylock, D. (2001). Mathematics explained for primary teachers. London: Paul Chapman Publishing.
Jacobs, H. (1974). Geometry. San Francisco: Freeman.
Musser, G. & Burger, W. (1997). Mathematics for elementary teachers. A contemporary approach. USA:Prentice-Hall.
Palhares, P. (coord.) (2004). Elementos de Matemática. Lisboa: Lidel.

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Página gerada em: 2024-03-29 às 07:58:25