Teaching and Learning Mathematics 1
Main language of instruction: Catalan
Other languages of instruction: English, Spanish
Head instructor
Lda. Mª Teresa TUSET - mttuset@uic.es
MsU Francisco-Javier OLIVA - xoliva@uic.es
Office hours
Before the class.
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.
None
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.
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.
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.
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.
SKILLS METHODOLOGY TRAINING ACTIVITIES
CEM-38 |
problem-based learning |
practical classes |
CEM-39 |
problem-based learning |
practical classes |
CEM-40 |
problem-based learning |
practical classes |
CEM-41 |
problem-based learning |
practical classes |
CEM-42 |
problem-based learning |
practical classes |
CEM-43 |
|
practical classes |
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-38 | problem-based learning cooperative learning learning contract case study method expository method / master class problem-solving method | practical classes theory classes group study and work individual / independent study and work. seminar-workshops |
CEM-39 | problem-based learning cooperative learning learning contract expository method / master class problem-solving method | practical classes theory classes group study and work individual / independent study and work. seminar-workshops |
CEM-40 | problem-based learning cooperative learning project-based learning learning contract case study method | practical classes group study and work individual / independent study and work. tutorials |
CEM-41 | problem-based learning cooperative learning project-based learning learning contract case study method problem-solving method | practical classes group study and work individual / independent study and work. internships seminar-workshops |
CEM-42 | problem-based learning cooperative learning project-based learning case study method expository method / master class | practical classes theory classes group study and work individual / independent study and work. internships |
CEM-43 | cooperative learning project-based learning learning contract expository method / master class problem-solving method | practical classes theory classes group study and work individual / independent study and work. internships tutorials |
Skills acquisition assessment and grading system
1. Make contributions to discussions and debates in the classroom.
2. Written presentation of the psychopedagogical conditions of primary pupils with respect to mathematics.
3. Individual oral presentation of a fun mathematics activity.
4. Oral presentation, in the form of short story, of the life of a mathematician.
5. In small groups, create a short general plan about a traditional Catalan celebration.
6. In small groups, create an audiovisual medium to make the introduction to a teaching unit more interesting.
7. Quality of presentation of individual and group work.
8. Overall written assessment of the different subjects on the curriculum.
Continuous assessment throughout the semester.
Activities in the classroom account for 50% of the final grade.
The other 50% is obtained from the final evaluation of the semester .
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Vidal, S. (2010). Dibudoku. En S. De la Torre, & M. A. Pujol, Creatividad e innovación. Enseñar e investigar con otra conciencia (págs. 201-210). Madrid: Editorial Universitas, S.A.
Vidal, S. (2010). Didàctica de les matemàtiques a secundària. En A. Mora, La situació de les matemàtiques a la secundària catalana. Anàlisis de l'estat de l'ensenyament i l'aprenentatge (págs. 43-58). Barcelona: Furtwagen Editores.
Vidal, S. (2010). Talens dag, att skapa lust för matemtiklärande. (G. universitet, Ed.) Nämnaren, Tidskrift för matematikundervisning, 173(1), 43-46
.Vidal, S. (2011). La situació de la didàctica de les matemàtiques a la secundària catalana. Analísi de l'estat de l'ensenyament i l'aprenetatge. Temps d'Educació(41), 185-199.
Vidal, S. (2013). El dia del número, motivación de la matemática. Saarbrücken: Publicia.
Vidal, S., & Balaguer, C. (2013). La comunicación de los problemes de matemáticas en la didàctica de los Grados de Educación en la UIC. (UCM, Ed.) Estudios sobre el Mensaje Periodistico(19), 531-541.