Seminário Interdisciplinar II

Teacher Responsible: Isabel Cláudia Nogueira da Silva Araújo Nogueira
2º Ano | 2º Semestre
Learning objectives
Problematize the educational action Identify and domains of priority intervention for mathematics teaching in primary education Propose appropriate action plans to mathematics and sciences curricular particularities in primary education Discuss issues and proposals from research on effective practices in primary education Design projects for pedagogical intervention promoters of quality learning Organize educational resources attending to the diversity of learning styles Evaluate educational options, particularly in the light of the horizontal articulation and sequentially of the curriculum Recognize professional development as essential to the continuous improvement of the teaching activity

Quality of teaching and students´ learning outcomes Heterogeneity learner management Interdisciplinary approaches in students´ integral education Effective practices for the learning of mathematics and science Curricular models and options for mathematics and science education Professional construction and development of teachers from 1st and 2nd cycles of primary education

Teaching methodologies (including evalution)

The curricular unit is grounded on active methodologies, based on reflection and discussion, held in theoretical-practical moments developed in group assignments, supported by seminars and relevant literature readings for thematic exploration or proposed by the seminars´ responsible. The field work provides the observation and contact of students with intervention and scientific research and dissemination real contexts (conferences, workshops and exhibitions, for example). In the tutorial guidance, students are accompanied in the development of socio-educational intervention plans and on a scientific article draft proposal. Assessment: individual portfolio (100%) For the individual portfolio should flow: (i) analysis and reflection results, emerging from the successive experiences and learning activities (40%); (Ii) proposals for socio-educational intervention (30%); (Iii) the outline of a scientific article focused on a relevant educational topic (30%)

Essential Bibliography (including ISBN)

Azevedo,J.,Gonçalves,D.,Gonçalves,J.,Silva,C.,Nogueira,I.,Sousa,J.&Moreira,L.(2014).O que desencadeia o sucesso em alunos com baixo rendimento escolar,no Projeto FENIX.Cadernos FENIX1.Porto:ESEPF/UCP.ISBN 978-989-98940-1-3 Nogueira,I. C.(2015). Análise ontossemiótica de procesos instrucionais de Matemática,melhoria de práticas e desenvolvimento profissional docente.Revista de Estudios e Investigación en Psicología y Educación, 06, 213-217.eISSN 2386 7418 Ribeiro, V., Monteiro, I. B., & Quinta e Costa, M. (2016). Geography, History and Natural Sciences: an interdisciplinary teaching approach with GIS. 8th Inter. Conf. on Educ. and New Learning Technologies (pp. 3329-3335). Barcelona, Espanha: IATED. ISBN: 978-84-6 Saraiva,M.& Ponte,J.(2013).O trabalho colaborativo e desenvolvimento profissional do professor de Matemática.Quadrante, 12(2),25-52 Tomaz,V.&David, M.(2008).Interdisciplinaridade e aprendizagem da matemática em sala de aula.Belo Horizonte:Autêntica Editora.ISBN 9788575263532