ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Applied Didactics
Areas: Didactics of Mathematics
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
- Know and analyze the importance of didactic resources to improve attitudes towards mathematics.
- Know the main methodologies, instruments and techniques of research and innovation in didactics of mathematics.
- Apply the basic principles of research on practical work in the analysis of processes linked to the improvement of mathematical competence.
- Plan research on problems related to practice, in consideration of theoretical advances in the field of knowledge.
- Processes of knowledge acquisition in mathematics.
- Design and development of methodologies, instruments, techniques, resources for the teaching-learning of mathematics.
- Basic principles of innovation and research in mathematics education.
Basic:
-Clements, D.H. y Sarama, J. (2007). Early childhood mathematics learning. En Frank K. Lester, Jr., Second Handbook of research on mathematics teaching and learning, (pp. 461- 555), Reston, VA: National Council of Teachers of Mathematics.
-Godino, J.D. (2013). Actividades de iniciación a la investigación en Educación Matemática. Uno. Revista de Didáctica de la Matemática, 63, 69-76.
- Llinares, S. (1998) “La investigación “sobre” el profesor de Matemáticas: Aprendizaje del profesor y práctica profesional”. AULA. Revista de Enseñanza e Investigación Educativa, 10, 153-179
Complementary:
-Alsina, A. (2012). Hacia un enfoque globalizado de la educación matemática en las primeras edades. Números. Revista de Didáctica de las Matemáticas, 80, 7-24.
-Ball, D.L., Thames, M.H., Phelps, G. (2008). Content Knowledge for Teaching. What Makes it Special? Journal of Teacher Education, 59(5), pp. 389-407.
- Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A.,
Klusmann, U., Krauss, S., Neubrand, M., Tsai, Y.M. (2010). Teacher?s Mathematical Knowledge, Cognitive; Activation in the Classroom, and Student Progress. American Education Research Journal, 47(1), pp. 133-180.
- Burghes, D. (Editor) (2012). Enhancing primary mathematics teaching and learning. CfBT Education Trust. Plymouth, Uk.
- Castro Martínez, E.; Olmo Romero, Mª A.; Castro Martínez, E. (2002). Desarrollo del pensamiento matemático infantil. Departamento de Didáctica de la Matemática. Universidad de Granada, Granada.
- Hill, H., Ball, D.L., Schilling, S. (2004). Developing Measures of Teachers? Mathematical Knowledge for Teaching. The Elementary School Journal, 105(1), pp. 11-30.
- Lee, P. y Lee, N.H. (2009). Teaching Primary School Mathematics: A Resource Book, Singapore: Singapore Mathematics Education Series.
- León Gómez, N.A. (2006). ¿Qué tan innovadores somos en Educación Matemática? Números, 63, 49-57.
- Lopes Guerreiro, M.H., Salinas Portugal , M.J. (2006). O Trabalho cooperativo nas aulas de matemática, numa turma de 5º ano: uma experiencia curricular. En M. .P. Bolea, M. J. González, M. Moreno (eds). Investigación en Educación Matemática XI, pp 256-267. Huesca. SEIEM. ( ISBN: 84-7985-261-5)
- Mato Vázquez, D.M. (2017). Aprender para enseñar matemáticas en Educación Infantil. Madrid: Pearson Educación S.A.
- Mato Vázquez, M.D. (2014). La afectividad hacia las matemáticas. Createspaces: United States. Teacher Education, 59(5), pp. 389-407.
- Pons Parra, R.M.; Serrano González-Tejero, J.M. (2011) La adquisición del conocimiento: una perspectiva cognitiva en el dominio de las matemáticas. Educatio Siglo XXI, vol. 29, núm. 2.
- Salgado, M., Salinas, M.J. e G. Sequeiros, P. Evaluación de la presencia de los procesos matemáticos en la resolución de un problema aritmético. EDMA0-6, 5 (1) (2016), 45-58
- Santos-Trigo, M. (2009). Innovación e investigación en Educación Matemática. Innovación Educativa, vol.9, núm. 46, 5-13.- Sivianes Valdecantos, S. (2009). El trabajo por proyectos y las matemáticas. Números, 72, 75-80.
Basic and General Competencies
CB7 That students know how to apply the knowledge acquired and their problem-solving skills in new or little-known areas within broader (or multidisciplinary) contexts related to their area of study.
CB8 That students are able to integrate knowledge and face the complexity of making judgments from information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB9 That students know how to communicate their conclusions and their knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
CB10 That students possess the learning skills that allow them to continue studying in a way that will have to be largely self-directed or autonomous.
G3 Use the basic information and communication technology (ICT) tools necessary for the exercise of your profession and for lifelong learning.
G4 Develop for the exercise of an open, cultured, critical, committed, democratic and supportive citizenship, capable of analyzing reality, diagnosing problems, formulating and implementing solutions based on knowledge and oriented to the common good.C6 Critically value the knowledge, technology and information available to solve the problems they face.
G7 Assume as a professional and citizen the importance of lifelong learning.
G8 Assessing the importance of research, innovation and technological development in the socio-economic and cultural advancement of society
Transversal Competences (T):
T1 Capacity for analysis and synthesis.
T4 Work collaboratively.
T5 Ability to organize and plan in disciplinary and interdisciplinary educational fields.
T6 Ability to innovate (creativity) within school and non-school educational contexts.
T10 Have the capacity to update knowledge, methodologies and strategies in teaching practice.
Specific Competences
E6 Establish the general descriptors that characterize a research: select, elaborate, process and interpret the data, and present the results according to the purposes of the research.
E7 Ability to apply theoretical knowledge related to Specific Didactics, both to research and to innovation and evaluation.
E12 Identify the main lines of research and innovation and their evolution in specific didactics.
E13 Analyze and critically evaluate research and innovation projects in specific disciplinary areas.
E14 Know different types of methodology that are used in educational research considering their relevance for the resolution of specific problems.
The expository sessions will basically consist of the presentation by the teaching staff of the theoretical, conceptual and methodological framework of the subject, at the same time that the students can formulate questions and try to solve difficulties. The teaching staff will use the exhibition and the debate in a large group, promoting the reflection of the alumnado on determinate sup assumptions according to the contents addressed.
The interactive classes will seek greater student involvement through the development of a student-centered teaching methodology, project analysis and problem solving. All the tasks of the student (study, works, use of computer, projects, readings, exhibitions, exercises, practices ...) will be guided by the profesorado both in the classroom and in the sessions of tutoría.
In these, students will be able to ask specific questions in relation to their tasks or try to solve any difficulty.
In particular, the students must develop a research and / or innovation project with which the achievement of a practical learning is pursued through which situations are proposed that require identifying a problem under study,formulate it precisely, develop the relevant procedures, interpret the results and draw the appropriate conclusions.
The evaluation will be carried out according to the following scheme:
Part 1:
A) Research and/or innovation project (30%). Teamwork or individual work on a topic of interest. The difficulty of the chosen topic, the methodology followed in its realization, the presentation of the results found and the argumentation of the conclusions, among other things, will be taken into account.The productions delivered must be original; the delivery of a copied work will mean suspense in the matter.
B) Oral presentation (10%). The students will have to make the oral presentation and defense of a work. Correction in oral expression, synthesis capacity, communicative abilitiesas well as the correctness and argumentation of the answers and their adequacy to the possible questions that are formulated.
C) Collaborative learning (10%). Reasoned participation in the proposed activities and contribution to group dynamics will be considered.
Part 2:
Final test (50%). It will consist of a mixed theoretical-practical test on the knowledge addressed in the matter.
To overcome matter it will be necessary to overcome the two parts, 1 and 2.
Students with exemption from teaching must speak with teachers during tutoring hours in the first week of the semester, in order to specify the work plan.
Its evaluation will be carried out following the following scheme:
A) Research and/or innovation project (30%). Team or individual work on a topic of interest. The difficulty of the chosen topic, the methodology followed in its realization, the presentation of the results found and the argumentation of the conclusions, among other things, will be taken into account. The productions delivered must be original; the delivery of a copied work will suppose the suspense in the matter.
B) Carrying out tasks (20%). Individual work of the different tasks that will be raised in each of the sessions and will be explained session by session to the students of this modality.
Part 2:
Final test (50%). It will consist of a mixed theoretical-practical test on the knowledge covered in the matter.
To pass the subject it will be necessary to pass both parts, 1 and 2.
For cases of fraudulent performance of exercises or tests will be applicable the contained in the Regulations of evaluation of the academic performance of the students and review of qualifications.
Face-to-face hours: 21
Non-face-to-face hours/self-employment: 53
Total hours: 74
The active nature of the methodology requires the protagonism of the students in their own learning. Attendance at and work in classes will promote the acquisition of skills and the collection of information. Immersion in the recommended literature will help the student to advance in their learning and consolidate them.
The works that are evaluated must follow the guidelines of adequacy, form and correctness required of an academic work. For these purposes, the general guidelines established for the elaboration of the TFM may be taken as a reference, necessarily the specific indications that are made in the development of the subject
The work done by the students must be delivered, preferably, through the Virtual classroom.
Environmental Responsibility
Avoid plastic caps or other unnecessary outer wraps.
Whenever possible, use staples instead of binding.
Double-sided printing in “ink saving” quality.
Do not use blank sheets as chapter or part separators.
Avoid attachments that do not have direct reference to the topics developed.
Gender perspective:
It is recommended to use non-sexist language, both in daily classroom work and in the assigned academic work. Information can be obtained at the link:
Mandatory use of the rai email account.
Compulsory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
The mobile phone may not be used, except when used as a work tool following the instructions given by the teacher, making students responsible for the legal and academic consequences that may arise from inappropriate use of the same.
Keep in mind that teaching-learning (classes / tutorials) is a private process, it is understood private as a process of communication and exchange between the teacher and the students enrolled in the subject.
Compulsory compliance with data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
Maria Salgado Somoza
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Mathematics
- Phone
- 881812078
- maria.salgado [at] usc.es
- Category
- Professor: Temporary PhD professor
| Thursday | |||
|---|---|---|---|
| 18:30-19:30 | Grupo /CLE_01 | Galician | (NORTH CAMPUS) - BOARDROOM (MARÍA BARBEITO CLASSROOM) |
| 19:30-21:00 | Grupo /CLIL_01 | Galician | (NORTH CAMPUS) - BOARDROOM (MARÍA BARBEITO CLASSROOM) |
| 05.21.2024 18:30-20:00 | Grupo /CLE_01 | (NORTH CAMPUS) - BOARDROOM (MARÍA BARBEITO CLASSROOM) |
| 06.28.2024 18:00-19:30 | Grupo /CLE_01 | (NORTH CAMPUS) - BOARDROOM (MARÍA BARBEITO CLASSROOM) |