Universitat Internacional de Catalunya
Teaching and Learning Mathematics 3
Other languages of instruction: Spanish
Teaching staff
Before the class.
Introduction
We cannot understand the world that surrounds us without good mathematical skills.
The main purpose of this module is to ensure that we know and appreciate this science as a tool necessary for daily life, and for the transformation of society.
In essence, to study mathematics is to learn to reason and become accustomed to being conscious of this reasoning.
A good mathematical background is essential for adapting to life in today’s world. The concepts of number, ratio and proportion, and the language and symbols of mathematics, are part of the standard intellectual knowledge of any modern man or woman.
This 2020-21 course, of the three weekly sessions that we have of E i A de les Mates 3 during the first semester, two will be face-to-face and one "online".
This course 2020-21 the students prepare a didactic unit to demonstrate the mathematical competence acquired, they will have two sessions to present the UD. The first will be in person and the second remotely, an activity will be mandatory ICT.
The second session will be "on line". The students will have to prepare the material to teach the class remotely. At the end of the second session, the students will prepare some activity to review the topic they have taught, it could be a Kahoo or similar.
Pre-course requirements
According titration
Objectives
General
1. Enjoyment of mathematics.
2. Knowledge of the primary level mathematics curriculum.
3. Learn the content of procedures, facts, concepts and conceptual systems and attitudes, values and standards.
4. Work on mathematical skills.
5. Through articles in academic journals, reflect on how mathematics is taught today.
Specific.
1. Learn various games, so that pupils will have fun doing mathematics.
2. Work on primary level mathematics skills and objectives.
3. Prepare teaching units: organisation of content, educational objectives and learning and assessment activities.
4. Create ongoing assessment exercises and global learning processes in accordance with the general stage and subject objectives and final objectives.
5. Seek and make proposals for active teaching of mathematics.
6. Identify the difficulties of teaching mathematics and find possible solutions.
7. Hear different experiences of teaching mathematics.
8. Seek and read short biographies of great mathematicians.
Competences/Learning outcomes of the degree programme
CEM - 38 Acquire basic mathematics skills (numerical, calculation, geometric, spatial representation, estimation, measures, organisation and interpretation of information, etc.)
CEM - 39 Know the school mathematics curriculum.
CEM - 40 Analyse, reason and communicate mathematical approaches.
CEM - 41 State and solve problems related to daily life.
CEM - 42 Assess the relationship between mathematics and the sciences as one of the pillars of scientific thought.
CEM - 43 Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding skills to pupils.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1. Have sufficient knowledge of mathematics to be able to perform teaching duties confidently.
2. Become familiar with the mathematics curriculum.
3. Learn the basic elements of the history of mathematics in order to recognise its key role in the educational framework.
4. Analyse and communicate mathematics approaches.
5. State problems associated with modern life, and resolve them innovatively.
6. Develop and assess curriculum content through relevant teaching resources, in order to promote pupils’ skills.
7. Ability to manage a mathematics class with the interactive elements involved, providing motivation and handling pupil diversity appropriately.
8. Use research, proposal and problem-solving strategies in the school environment.
9. Design mathematics teaching sequences.
10. Identify and work with professionals to resolve the difficulties involved in teaching mathematics and focus on quality.
11. Regard the relationship between mathematics and sciences as one of the fundamental pillars of scientific thought.
12. Creative interdisciplinary activities combining mathematics with other areas of the curriculum.
13. Incorporate information and communication technologies into teaching and learning activities.
14. Be able to communicate and express oneself appropriately in the language of instruction, both orally and in writing.
15. Learn how to interpret and incorporate knowledge from documents in English on this subject.
Syllabus
1. Child psychological development.
2 The origin of mathematics.
3. Primary level mathematics curriculum.
4. Solving different types of problems.
5. Use of mathematical language.
6 Strategies for teaching mathematics.
7. Mathematical instruments.
8. Diversity awareness.
9. Difficulties in learning mathematics.
10. Assessment methods.
11. Unique activities.
Teaching and learning activities
In blended
Of the three sessions that we have weekly, Monday, Tuesday and Wednesday, the first two will be face-to-face and the third synchronous.
The first two, Monday and Tuesday, we will do group dynamics in the classroom to achieve competencies marked in the degree and acquire content. The third session, Wednesday we will do a synchronous session exposing content more theoretical and reflecting with debates of the exposed contents as well as the resolution of problems that students will present.
Another activity that we will carry out will be that we will divide the class into groups and each group will have two sessions to present and work with the rest of the classmates a didactic unit on a specific subject of mathematics 6th. from elementary school.
The didactic unit will be necessary to contemplate the competences that you want to work on as well as the objectives and the contents of procedures, concepts and values. The students will have two sessions to carry out the didactic unit. A first face-to-face and the second remotely, an activity will be mandatory ICT. The largest number of teaching resources worked on in E and A of plants 1 and E and A of plants 2 will apply: - Recreational mates - History of mathematicians, stories - Mates and local festivals - Bits - Strategies to improve attention and participation. - Motivation strategies - Teaching models - Material games - Interactive games - ICT - Yotoobe Videos - P.Points - Creativity To present the subject it will be necessary to bear in mind. - Presentation time - Form of presentation (Visual, Auditory and kinesthetic) - Eye contact with the audience - Content - Explanations - Understanding of the topic - Synthesis of ideas - Material prepared to give the remote session. Once the topic has been presented, a collection of 10 original problems will have to be elaborated to work on the classroom and check that the topic has been understood. Of this must, 5 problems must be of ESO level. You must have clear evidence that the content and competencies have been achieved. Five of these problems they will have to be related to sustainability. UICESTALVI family. The second session will be "online" so that there will be a non-face-to-face but synchronous presentation. There will be prepare the material to teach the class at a distance. At the end of the second session, the students prepare some review activity of the subject they have taught, it could be a Kaho or similar. On Monday, after doing the internship with alternation, we will dedicate it to reflecting on what and how mathematics is taught in the different centers where students practice. The new way of evaluating must be taken into account: NA I can't AS Successful achievement AS Remarkable achievement AE Excellent achievement
Evaluation systems and criteria
In blended
TEACHING AND LEARNING OF MATHEMATICS 3. Course 202-21 ACTIVE PARTICIPATION IN THE TRANSVERSAL WORKSHOP PROJECT ................. 20% PREPARATION AND EXHIBITION ON-LINE AND ON-LINE DIDACTIC UNIT ....... 25% PORTFOLIO PRESENTATION WITH THE PERSONAL OPINION OF THE EXPERIENCE ... 10% AT THE INDIVIDUAL LEVEL, EACH STUDENT WILL PRESENT A BUDGET OF A SCHOOL OUTING, THREE-DAY COLONIES, WELL DOCUMENTED AND WITH REAL PRICES. THIS WORK WILL BE DELIVERED AT THE END OF NOVEMBER. ...................... 15 % (Delivery 23 Nov. 2020) FINAL TEST OF CONTENTS. PREPARATION, MULTIPLE RESPONSE ........ 5% " " EXECUTION ............................................... 25% THE CONTENTS TEST MUST BE PASSED TO MAKE AVERAGE WITH ALL THE OTHER EVALUATION PARTS PRESENTATION OF THE PORTFOLIO JANUARY 18, 2021
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[PJ1]No hay ninguna referencia para esta obra