Curricular Articulation Seminar: Mathematics, Portuguese and Citizenship

Scholar Year: 2023/2024 - 2T

Courses

Head Teacher Responsability Catarina Raquel Santana Coutinho Alves Delgado Head

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 2,40 Catarina Delgado   2,40 Mariana Alte da Veiga   2,40

Teaching language

Portuguese

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

Recognize the importance of integrating knowledge associated with mathematics, Portuguese and citizenship for the development and learning of 1st cycle students in a holistic way;

Know and experience processes and practices associated with the exploration of children's stories in an integrative perspective of knowledge;

Design, develop and evaluate proposals for articulation tasks in the areas of Mathematics and Portuguese with a view to their applicability to different realities of the educational context and the development of citizenship of 1st cycle students.

Syllabus

Integrating tasks: Meaning, potentials and challenges;

Intra and interdisciplinary relationships: Portuguese and mathematics;

Potential of children's books in articulating knowledge and as a means of reading and interpreting the world;

Planning, intervention, and evaluation of integrative tasks in the 1st cycle.

Demonstration of the syllabus coherence with the UC intended learning outcomes

This CU aims to promote the development of students' transversal skills, involving them in a training process of curricular articulation, contrary to the traditional compartmentalization of scientific areas. In particular, it focuses on the possibilities of linking two scientific areas – Mathematics and Portuguese – which are not usually included together in interdisciplinary didactic-pedagogical paths. It is also underpinned by the idea that the integrated development of knowledge must go through moments of learning in which questions and questions are raised and one learns to read and interpret the world, essential aspects for the development of a full, active, and creative citizenship of the 1st cycle students. In this sense, its contents focus on curricular articulation; in the intra and interdisciplinary relationships that can be established in Portuguese and in mathematics; in the planning, intervention and evaluation of tasks aimed at articulating these areas.

Teaching methodologies

The work to be developed will focus on the active participation of students, in groups or individually, seeking to deepen their knowledge of the topics covered.
The tutorial follow-up will aim to guide the study and monitor the work to be carried out. It can be done in person and at a distance, via the Moodle platform or zoom.

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

In this CU it is intended that students recognize the importance of integrating knowledge associated with
mathematics, Portuguese and citizenship for the development and learning of 1st cycle students and get involved in the planning of tasks that promote this integration from of children's books. Its proper exploration is commonly associated with the development of communicative skills and can be an excellent resource for the development of mathematical concepts and processes.
Hence the need to provide students with contact with various children's books, selected according to criteria of literary quality and content adequacy, and to encourage critical analysis of different proposals for articulation between the areas mentioned above. At the same time, it is essential to encourage reflection in order to identify the potential and constraints of using this type of approach in different realities of the educational context, with a view to valuing the development of citizenship. Thus, the activities to be carried out in this CU include: i) the discussion of texts; the analysis of curriculum documents; ii) the exploration of children's book stories; iii) the analysis of didactic proposals that articulate the areas of mathematics and Portuguese; and iv) the planning of proposals with these characteristics.

Assessment methodologies and evidences

The evaluation will focus on the work developed throughout the CU and will be a continuous process of retroactive regulation that will include written and oral expression activities. It includes the following products: participation in activities proposed in the classes (15%); planning, in pairs, of an integrative task that articulates the areas of mathematics, Portuguese and elements associated with the possibility of developing students' citizenship, based on a children's book selected from a set of books (55%); Construction of a poster, in pairs, that systematizes the pedagogical options of the task proposed in the previous point (30%).

Bibliography

DGE (2021). Aprendizagens Essenciais. http://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico.

Mendes, F. & Costa, A. (2016). Livros de histórias – Um recurso para a aprendizagem da matemática e do português na educação de infância. Atas do Encontro de Investigação em Educação Matemática – Recursos no ensino e na aprendizagem da Matemática (pp. 243-256). EIEM.

Pinto, M., Delgado, C., & Mendes, F. (2020). Didática da Educação de Infância: Tarefas Integradoras com os livros e as histórias – Língua Portuguesa e Matemática. Setúbal: Instituto Politécnico de Setúbal. ISBN: 978-989-53045-0-9.

Torres, A., Figueiredo, I. L. Cardoso, J., Pereira, L. T., Neves, M. J., & Silva, R. (2016). Referencial de Educação para o Desenvolvimento – Educação Pré-Escolar, Ensino Básico e Ensino Secundário. Ministério da Educação.
http://www.dge.mec.pt/sites/default/files/ECidadania/educacao_desenvolvimento/Documentos/referencial_de_educacao_para_o_desenvolvimento.pdf