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Materials in Mathematics
Scholar Year: 2017/2018 - 1S
| Code: |
EDB10050 |
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Acronym: |
MEM |
| Scientific Fields: |
Formação na Área da Docência |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LEB |
19 |
Study Plan |
1º |
5,0 |
60 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
- Identifies advantages and limitations of using a variety of materials, including manipulatives, in the
development of mathematical thinking.
- Selects and uses critically diverse materials in solving mathematical problems.
- Demonstrates the ability to connect mathematical ideas, concepts and procedures mobilizing this
knowledge to select and use materials that foster mathematical knowledge.
- Uses and incorporates, in an appropriate manner, a variety of communication tools, including ICT, to
promote their own learning.
- Reveals autonomy in identifying and solving mathematical problems.
Syllabus
- The role and importance of materials in the exploration of mathematical situations.
- Mathematical thinking and game.
- Construction of manipulatives and their use in problem solving activities.
- Critical analysis on the use of materials in the process of teaching and learning mathematics.
- Construction of didactical materials.
Demonstration of the syllabus coherence with the UC intended learning outcomes
Mathematics is often considered a body of abstract knowledge and without any relationship with reality.
However, if we analyze the experience of who does mathematics, we note that this image is too reductive. It is a fact that mathematical concepts are not in any material or may simply be abstracted from them.
However, the materials can play an important role in assigning meaning to mathematical objects, in
problem solving, in mathematizing situations and in formulating, testing, and justification conjectures.
The objectives and syllabus of this course, stem directly from these ideas. Together they aim to enable
students to know and build various types of materials, including games, manipulatives and technological
resources, to select carefully those that may be useful to solve problems and to analyze critically how they can be used to foster mathematical understanding.
Teaching methodologies
Focus will be on the active participation of students either in individual or in group work, seeking to foster the construction of knowledge based on the exploration of interactive games and the use of materials in problem solving activities. Students will be encouraged to reflect on their experiences in the classroom by connecting them with the analysis of texts centered on relevant syllabus issues. In addition, students will be encouraged to design a workshop, to be achieved in the classroom, involving the use of materials in problem solving. There are, also, tutorial sessions designed to clarify doubts and to support students in the organization of the study.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
It is intended that students critically analyze the potentialities of materials as a resource to support the
understanding of mathematical ideas. So it is necessary to give to the students the opportunity to contact with various types of materials, and to involve them in the exploration of problems and in the
mathematization of situations in which the materials are useful. At the same time, as learning mathematics with understanding, requires the analysis of the mathematical activity developed with the materials, it is essential to encourage reflection on this activity in order to identify the advantages and limitations of the materials. In addition, students may be, in the future, educators or teachers. Thus, it was considered
important that they could (a) build materials and didactic proposals, (b) analyze texts related
b) analyze texts related to the to the educational use of materials, and (c) conduct, in class, a workshop for which they would have to select problems and provide appropriate materials.
Assessment methodologies and evidences
The assessment will focus on the work carried out along the course. It will be considered the students’
participation in the classes, and the development of an individual work. On continuous assessment will be considered participation in class, a group work centered on the design and realization of a workshop (60% weight) and also an individual written test (weight 40%). In order for students can get approved at UC the weighted average of the products must be greater than or equal to 10 values and the classification in the test can not be less than 7 (out of 20).
Alternatively the students can take a final exam.
Attendance system
So that students could be accommodated in the continuous evaluation modality of their attendance in class should be greater than 70%.
Bibliography
Alsina, C. Burgués & C. Fortuny, J. (1991). Materiales para Construir la Geometria. Madrid: Editorial
Sintesis.
Bolt, B. (1996). Puzzles de Matemática. Lisboa: Terramar.
Davis, P. & Hersh, R. (1995). A Experiência Matemática Lisboa: Gradiva.
Gardner, M. (1991). Matemática, Magia e Mistério. Lisboa: Gradiva.
Hart-Davis, A. (1999). Admiráveis Puzzles Matemáticos. Lisboa: Bertrand Editora.
Lopes, A. et al. (1990). Actividades matemáticas na sala de aula Lisboa: Texto Editora
Loureiro, C., Silva, A. & Veloso, G. (1989). Calculadoras na educação matemática. Lisboa: APM
Neto, J.& Silva, J. (2004). Jogos matemáticos, jogos abstractos. Lisboa: Gradiva.
Serrazina, L. & Matos, J. (1988). O Geoplano na sala de aula. Lisboa: APM
Serrazina, L. (1991). Aprendizagem da Matemática: A importância da utilização de materiais. In Noesis.
Sites
http://nctm.org/
http://www.fi.uu.nl/en/
http://mat.fc.ul.pt/mej/
http://www.atractor.pt/
http://nrich.maths.org/public/index.php
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