Overall objectives:

1. - Develop the ability for cooperative work and adopt a professional perspective, with a more productive than reproductive approach, developing reflection and critical thinking, creativity, decision-making, and the ability to adapt to different contexts.
2. - Apply the scientific and methodological knowledge previously acquired in an integrated and interdisciplinary way.
3. - Plan, adapt, and integrate innovative pedagogical tasks based on practices aligned with the recommendations of research in mathematics education, with guidance based on the assumptions of the "Profile of students at the end of school education."
4. - Design and implement a research study in mathematics education contextualized by the supervised teaching practice.

Syllabus:

1. - Supervised Teaching Practice at School.
1.1 - Planning, implementation, and evaluation of lessons, in connection with the specific situational variables of professional practice contexts.
1.2 - Teacher diary and critical reflection about practice.
1.3 - Professional ethics and teaching responsibility.
1.4 - Intervention activities on school community and environment.
2. - Research in Mathematics Education
2.1 - The role of research in Mathematics Education in improving the teaching practice of mathematics teachers.
2.2 - Design and implementation of a research study in mathematics education, contextualized within the scope of supervised teaching practice.

Literature/Sources:

APM , 1991 , Normas para o Currículo e Avaliação em Matemática Escolar (tradução dos Standarts do NCTM) , APM/IIE
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
Amado, J. (Coord.). , 2014 , Manual de Investigação Qualitativa em Educação , Imprensa da Universidade de Coimbra.
DGE , 2023 , Aprendizagens Essenciais de Matemática - Ensino Secundário , DGE
DGE , 2021 , Aprendizagens Essenciais de Matemática - 3.º ciclo do Ensino Básico , DGE
Gonçalves, S. P; Gonçalves, J. P. & Marques, C. G. , 2021 , Manual de Investigação Qualitativa: conceção, análise e aplicações , Editora Pactor
Roldão, M. C., Peralta, H. & Martins, I. P. , 2017 , Currículo do Ensino Básico e do Ensino Secundário: Para a Construção de Aprendizagens Essenciais Baseadas no Perfil dos Alunos , MEC
Lima de, J. A. & Pacheco, J. A. (orgs.) , 2006 , Fazer Investigação: contributos para a elaboração de dissertações e teses , Porto Editora

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
This curricular unit aims to train reflective and autonomous mathematics teachers, capable of investigating their actions and promoting quality mathematics education. Thus, the feedback provided to the trainee teacher must be specific, constructive, and oriented towards their professional development. This includes analyzing teaching strategies, interaction with students, clarity of explanations, and the ability to adapt to the needs of the classes in which they practice. One of the most important teaching methodologies is continuous reflection on practice. This reflection should be based on literature in the field of mathematics education. Therefore, the trainee is encouraged to keep a teaching diary to share their experiences, project their critical reflections, and share their conceptions about their practice. This process helps to identify teaching patterns, to think about what worked and what needs to be adjusted, and to develop a self-critical attitude. The teaching methodology in the internship context constitutes a dynamic and collaborative process, which involves practical experience, critical reflection, and continuous guidance. The objective is to prepare the students to face the challenges of the teaching profession with competence, ethics, and creativity, enabling them to become reflective and innovative professionals. The evaluation of Supervised Teaching Practice, expressed on a scale from 0 to 20, is obtained through a weighted average of the grade achieved in the performance of the supervised teaching practice at school (with a weight of 60% in the final grade of the curricular unit) and the grade achieved in the final report with public defense (with a weight of 40%), as defined in the specific regulations of this Masters.