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Didactics of mathematics and the knowledge of the World

Scholar Year: 2017/2018 - A

Code: MPE10017    Acronym: DMCM
Scientific Fields: Didáticas Específicas
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 25 Study Plan 11,0 132 297,0

Teaching weeks: 30

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 4,40
Catarina Delgado   1,27
Fernando Almeida   0,73
Leonor Saraiva   0,73
Maria de Fátima Mendes   0,20
Maria Manuela de Sousa Matos   1,47

Teaching language

Portuguese

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

Knowing conceptual tools of didactics of mathematics and natural and social sciences considering the development of knowledge about social and natural environment and mathematical thinking of preschool children;
Framing the foundations of Curriculum Guidelines for Preschool Education (CGPE) in the context of the development of knowledge about social and natural environment and mathematical thinking;
Recognize the importance of experimental situations, games and everyday contexts for the development of scientific thinking;
Mobilize and integrate knowledge, skills, attitudes and values relevant in planning of learning experiences related to Mathematics and Natural and Social Sciences.
Develop the ability to analyze the educator's professional practice and promote reflection on issues
inherent in this practice, particularly focused on situations that developing knowledge about social and natural environment and mathematical thinking.

Syllabus

The development of number sense, spatial sense, measurement and ability to organize and analyze data in preschool:
- Mathematical ideas that support the development of each child from each one knows and can do;
landmarks of this evolution;
- Tasks with context that emerges from the everyday life of children; tasks that articulate different topics of Mathematics
The development of scientific knowledge, skills associated with scientific processes and attitudes towards Social and Natural Sciences:
- Role of exploration activities through near and far environment: questioning, observation, recording and data analysis on social and natural realities;
- Tasks that involve sensory experiences, verification/illustration experiences, practical activities, inquiry and intervention.
Planning and evaluation of experiences and educational opportunities that integrate, articulately, the areas of the knowledge about social and natural environment and mathematics.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The main purpose of this CU is to support the construction of didactic knowledge of the future educator. Therefore their syllabus focuses on key issues of didactics of Mathematics and Natural and Social Sciences. Focus on the early learning relating to the various topics, the landmarks of learning evolution and analyze curricular materials that can withstand these learning. Of these are highlighted integrative tasks that allow the articulation of knowledge about social and natural environment and Mathematics. Are also highlighted tasks of exploration that allow the development of scientific knowledge and the processes associated to it. The planning and evaluation of educational experiences and learning opportunities allow the future educator, both the mobilization and integration of knowledge, skills and attitudes relevant, as the reflection
on situations that promote the development of children’s knowledge about social and natural environment and mathematical thinking.

Teaching methodologies

The work will focus on active student participation, whether in individual or in group work, looking for the deepening of knowledge concerning the topics discussed. The activities to be developed include: discussion of didactic texts; critical analysis of curricular materials and construction/ adaptation of didactic proposals that articulate Mathematics and Sciences. The tutorial support, individual or group support, consists in the orientation of the student study, clarifying doubts and monitoring the preparation of the written works. The tutorial support can also be done at distance, through a collaborative platform - Moodle.

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

The expected learning includes the following aspects: adequate use of the current CGPE, concerning the development of knowledge about social and natural environment and mathematical thinking; mobilize concepts associated with the Didactic of Mathematics and Sciences; present a critical attitude based on the analysis of texts and episodes in the context of Preschool Education; and critically use the acquired knowledge in the construction/adaptation of didactic proposals that contribute to the development of knowledge about social and natural environment and mathematical thinking of the children. Thus, the activities to be developed include discussion of texts focused on the development of knowledge of the world and mathematical thinking of preschool children; critical analysis of tasks and materials; critical task analysis; adaptation of different materials and tasks and guidelines on how to implement them according to OCEPE, in relation to knowledge about social and natural environment and mathematical thinking.

Assessment methodologies and evidences

The evaluation will focus on the work done and includes the following evaluation elements (and its
weights):attendance and class participation (10%); written analysis of episodes with nursing children related to Mathematics and Sciences (2x25%); planning of a didactic proposal to perform on teaching practice, describing and analyzing their exploration in an internship context(40%). Alternatively, the students can take a final exam.

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 the final exam.

Bibliography

Cardona, M. J.& Guimarães, C. (2012). (Org.). Avaliação na educação de infância. Viseu: PsicoSoma.
Castro, J. & Rodrigue s, M. (2008). Sentido do número e organização de dados: Textos de apoio para Educadores de Infância. Lisboa: DGIDC.
Fosnot, C. & Dolk, M. (2000). Young mathematicians at work: Constructing Number Sense. Portsmouth: Heinemann.
Marchão, A. (2012). No jardim-de-infância e na escola do 1.º ciclo do ensino básico. Gerir o currículo e criar oportunidades para construir o pensamento crítico. Lisboa: Edições Colibri.
Mendes, F. & Delgado, C. (2008). Geometria: Textos de apoio para Educadores de Infância. Lisboa: DGIDC.
Martins, I. et al (2009). Despertar para a Ciência: atividades dos 3 aos 6. Lisboa: ME.
Reis, P. (2008) Investigar e descobrir: Atividades para a Educação em Ciência nas Primeiras Idades. Chamusca: Edições Cosmos.
Seefeldt, C., Castle, S. & Falconer, R. (2013). Social studies for the Preschool/Primary Child. New York: Pearson.
Silva, I., Marques, L.; Mata, L. & Rosa, M. (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME-DGE.
Vasconcelos, T. (coord.). (2012). Trabalho por projetos na Educação de Infância: mapear aprendizagens/integrar metodologias. Lisboa: DGE.
http://www.casadasciencias.org/
http://www.cienciaviva.pt/home/

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Página gerada em: 2024-03-29 às 13:26:10