Desenvolvimento do Raciocínio Lógico Matemático

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.