Overall objectives:

1. - Operationalize ministerial documents and reference guidelines in the planning of mathematical tasks.
2. - To explore different mathematical topics using manipulatives and technologies, reflecting on possible classroom' working methodologies to be applied.
3. - To analyse, select and construct sequences of pedagogical tasks using manipulatives and technologies, aiming Mathematics' learning, in Middle and Secondary classes.
4. - Recognize the importance of mathematical connections between contents and procedures.
5. - To work autonomously and collaboratively, taking a continuous professional development perspective.

Syllabus:

1. - Specific didactics of mathematics curricular themes. In this unit students will have the opportunity to explore and to construct mathematical tasks, focusing on the study of the specific didactic aspects for the different mathematical contents. Adopting an holistic perspective, we will discuss the use of different resources (technological and non-technological) as well as possible working methodologies to be applied in the mathematics classroom.
1.1 - Didactic approach to Geometry study:working methodologies in the classroom (Flipped learning) and didactical materials and new technologies in the teaching of Geometry (mathematical software and apllets in Geogebra, calculator).
1.2 - Didactic approach to Numbers study: working methodologies in the classroom (gamming and gamification) and didactical materials and new technologies in the teaching of Numbers (Calculators, Sensors, Games).
1.3 - Didactic approach to Statistics and Probability study: working methodologies in the classroom (Project-based Learning) and didactical materials and new technologies in the teaching of Statistics and Probability (Calculators, PorData).
1.4 - Didactic approach to Algebra study: working methodologies in the classroom (Inquiry-based Learning) and didactical materials and new technologies in the teaching of Algebra (Geogebra, Physical and on-line Calculators, Sensors, Robots).
2. - Mathematical Connections. In this unit students will have the opportunity to explore mathematical tasks aiming to stablish connections between different contents and procedures and reflecting about the relevance of those connections for learning.

Literature/Sources:

National Council of Teachers of Mathematics (NCTM) , 2007 , Princípios e normas para a matemática escolar , APM
Grupo de Trabalho T3 , 2014 , Problemas e investigações com Tecnologia - Funções , Lisboa: APM
APM , 2017 , Princípios para a ação , Lisboa: APM
Martins, G. O. (Coord.), Gomes, C. A. S., Brocardo, J. M. L., Pedroso, J. V., Carrillo, J. L. A., Silva, L. M. U., Encarnação, M. M. G. A., Horta, M. J. V. C., Calçada, M. T. C. S., Nery, R. F. V. e Rodrigues, S. M. C. V. , 2017 , Perfil dos alunos à saída da escolaridade obrigatória , DGE
Canavarro, A.P.; Nunes, C.; Nunes, D. & Alves, S. , 1992 , Fractais no Ensino Secundário , Lisboa: APM
Fernandes, E. (Org.) , 2013 , Aprender Matemática e Informática com Robots , UMa
Caraça, B. J. , (s.d) , Conceitos fundamentais de Matemática , Lisboa: Fotogravura Nacional.
Lopes, A. V., et. al. , 1990 , Actividades Matemáticas para a sala de aula , Lisboa: Texto Editora
DGE , 2023 , Aprendizagens Essenciais de Matemática - Ensino Secundário , DGE
DGE , 2021 , Aprendizagens Essenciais de Matemática - 3.º ciclo do Ensino Básico , DGE

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The classes of this unit include theoretical sessions, dedicated to the introduction or synthesis of the several contents in study, and others, more frequent with a practical nature. Reflection and discussion are both fundamental elements in the developed work. Students' activity plays a central role in classes and can take several forms: practical work, participation in discussions, preparation of oral presentations, including moments where students conduct the classes by themselves. Participation in activities often includes the use of supporting materials, such as written texts and documents, manipulatives and audio-visual and technological resources. The evaluation assumes a continuous and a formative character, considering the following elements and respective weights: two practical group reports (25% each); an individual written work (30%) and two oral presentations (10% each).