Atividade Lúdica na Aprendizagem da Matemática

Learning objectives
1. Acquire conceptual frameworks for a supported reflection on the processes of learning and development. 2. Understand capabilities of play in the construction of mathematical knowledge 3. Identify areas priority intervention for the teaching of mathematics in basic education 4.To know design innovative training proposals and promoting meaningful mathematics learning 5.Concebe playful strategies for the promotion of mathematical competence in their various fields 6.Know how to propose teaching resources in a playful nature to support the learning of logical-mathematical nature 7.Analyze and plan mathematics learning situations

Syllabus
1-The ludic in the development of learning skills 1.1.The play and the factors of learning: motivation, self-concept, metacognition, self-regulation, intelligence and creativity. 1.2.The play and the organization of knowledge 1.3.The teaching practice in promoting play activity 1.4. The use of playfulness as a methodological tool 1.5.The optimization of learning situations 2 - The development of creativity and the playful activity 2.1. Creative learning experiences 2.2. Creative process and problem solving 3 - Ludic strategies and learning mathematics 3.1. The use of the game as an educational practice 3.2.The social interactions and the learning of mathematics

Teaching methodologies (including evalution)

Classes of UC are arranged according to the types T, TP, P and OT being in greater numbers, significantly, the TP sessions. In T classes will discuss the basic concepts that will work as a starting point for different TP classes where, in addition to various practical experiences -good practices- that will be analyzed. Students will be challenged to build their own reflection and perception on methodological proposals that are being presented. This challenge is further enhanced with the development of practical classes where experimentation situations accompanying the necessary reflection. OT sessions allow monitoring by groups and individual construction of works to be proposed as parts of the system of continuous assessment. The evaluation includes two phases: performing one task group (in the form of presentation of a learning situation) and 1 single task (in the form of written work), each worth 50% of the assessment.

Essential Bibliography (including ISBN)

Alsina, A. (2004). O desenvolvimento de competências matemáticas com recursos lúdico-manipulativos. Porto: Porto Editora. ISBN 978-972-0-34371-0 Alsina, A & Planas, N. (2008). Matemática inclusiva: propuestas para una educación matemática accesible.Madrid:Narcea. ISBN 978-84-277-1591-2 Arends, R. I. (2008). Aprender a ensinar. Lisboa: McGraw-Hill França, S.C.R. (2014). Coletânea de jogos educativos em Matemática. ISBN 978-85-67765-56-3. Moreira, D. & Oliveira, I. (2004). O jogo e a Matemática. Lisboa: Universidade Aberta. ISBN 978-972-67443 Sá, A. J. (1995). A aprendizagem da Matemática e o Jogo. Lisboa: Associação de Professores de Matemática. Bocchi, G., Cianci, E., Montuori, A., Trigona, R.& Nicolaus, O. (2014). Educating for Creativity. World Futures: The Journal of New Paradigm Research, 70(5-6), 336-369. Veiga, F. H. (Coord.) (2013). Psicologia da educação: Teoria, investigação e aplicação - Envolvimento dos alunos na escola. Lisboa: Climepsi Editora.