# Desenvolvimento do Raciocínio Lógico Matemático

Teacher Responsible: Isabel Cláudia Nogueira da Silva Araújo Nogueira

1º Ano | 1º Semestre

**Learning objectives**

To distinguish between the math knowledge and the knowledge of any other nature
To identify the characteristics of the logical-mathematical knowledge
To characterize the levels of the building math knowledge process
To explain the pedagogic implications resulting from the building math knowledge process
To recognize the importance of fulfilling activities within a context and integration
To justify the importance of problem solving in the argumentation development
To identify the curriculum orientations for the learning/teaching Math in Basic Education
To establish connections among the goals for the learning of Math defined for the different periods of Basic Education
To recognize problem solving as a strategy for promoting Math competence
To recognize the importance of using ICT in the Math education
To fit strategies and materials for the teaching of Math in different contexts of Basic Education

**Syllabus**

The mathematical knowledge
- Characteristics of the mathematical knowledge
The construction of structures of a logical mathematical nature
- Building the concept of number: from the pre numerical activities till the building of number concept
- Building of topological geometric concepts: the child and space - from topology till geometry
- Building of notions related with quantity and measurement processes
The teaching of Math and the development of mathematical competence
- Curricular evolution in mathematics teaching
- Principles and rules of mathematics teaching
- The promotion of the mathematical competence
- Aims of the scholar math
Problem solving in mathematical education
- Types of problems
- Models of problem solving
- Strategies for problem solving
Mathematic and ICT
- The development of the logical mathematical concepts and new technologies

#### Teaching methodologies (including evalution)

Strategies and used resources:
Exposition
Debate
Documents Analysis
Individual work
Team work
Description:
The moments of expositive nature and the documental analysis will settle a point of departure for the creation of spaces for debate and further reflection over the themes to be explored either individually or in small groups or even in large groups.
Forms of Evaluation and due classification
Individual written test (70%) and group work (30%)
Description
The evaluation of the scientific acquired knowledge will be based in the performance of each student displayed in the written individual test. The execution of the team work will allow to evaluate the development of each student in what mainly concerns the investigation ,analysis, synthesis and communication capacities, namely about normative aspects when learning Math.#### Essential Bibliography (including ISBN)

BÍVAR, A. et al (2013). Programa e metas curriculares de matemática: ensino básico. Lisboa: MEC
COLL, C., PALACIOS, J., MARCHESI, A.(2002), Desarrollo Psicológico y Educación - Psicología de la educación escolar, Vol.2, Madrid: Alianza Editorial. ISBN 978-84-206-8685-1
ME (1997). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME-DEB. ISBN: 972-742-087-7.
MOREIRA, D., OLIVEIRA, I (2003). Iniciação à Matemática no Jardim de Infância. Lisboa: Universidade Aberta. ISBN 972-674-403-2
NCTM (2007). Princípios e Normas para a Matemática Escolar. Lisboa: APM. ISBN: 978-972-8768-24-9
NOGUEIRA, I., GONÇALVES, D. (2013). Las prácticas disciplinarias como vehículos potenciadores de atribución de sentido/s: experiencia en la formación profesional de los futuros profesores de primer y segundo ciclo de la educación básica. InLa relación pedagógica en la universidad, lo transdisciplinar y los estudantes. Madrid. Depósito Digital UAM. ISBN: 978-84-695-8202-2.