1. Identification and allocation of the Curricular Unit

School

Escola de Ciências e Tecnologia

Department

Matemática

Course code

853

Course denomination

Lic. em Educação Básica

Curricular Unit code

12316

Curricular Unit denomination

Medida e padrões

Teacher in charge

Name

Category

Helena Maria Barros de Campos

Professor Auxiliar

Other teachers from Curricular Unit

Names

Categories

Helena Maria Barros de Campos

Professor Auxiliar

2. General information

Teaching load / contact hours / ECTS

Autonomous work (hours)

Distribution of contact hours

Total (hours)

ECTS

96.00

OT

T

TP

6.00

30.00

30.00

162

6.00

Schedule of classes

2º semestre:

TP - turma 1
Monday at 09h00m with duration of 02h00m
Tuesday at 09h00m with duration of 02h00m

Hours to students attendance

Helena Maria Barros de Campos - 2º Semester

Begin

Duration

Location

From

To

Terça, 15h00

02h00

F1.18 Polo II ECT

17/02/2020

06/06/2020

3. Objectives, syllabuses and teaching methods

Curricular Unit objectives and skills to develop (max. 1000 characters)

The geometry is present in teaching Kindergarten and Primary School and is the central idea of developing students' spatial sense. The study of two and three dimensional figures takes a key role in Pattern and Measure Course. Thus, the Pattern and Measure students should:
- Know the basic facts and procedures of Geometry;
- Dealing with geometric designs in various representations;
- Communicate their ideas and interpret those of others;
- Reasoning mathematically using concepts, geometric representations and procedures;
- Understand problems in geometrical contexts and solve those using appropriate strategies;
- To assess the plausibility of the results and the appropriateness of the solutions to the context;
- Establish connections between different concepts and geometric relationships;
- Making Mathematics autonomously.
- Appreciating Mathematics and Geometry in particular.

Syllabus (max. 1000 characters)

1-Geometric Transformations: Definition, properties and application of simple isometries (reflections, rotations, translations and glide reflections). Concept of symmetry. Tessellations or wallpaper, frieze and rosettes. Definition, properties and application of similarities (homotheties and deformations).
2-Space Geometry.
Relative positions between planes in space; between space and between straight lines and planes in space
Polyhedra: Prisms and Pyramids
Dimensional shapes curves: Cylinders; Cones and Sphere.
3-Areas and volumes of solids: Comparison capabilities; between volumes and between volume and capacity.
Measure: choice of unit; measurement system; measuring instruments.
Find volumes and surface area of solids.
4- Analytic Geometry in the plane and in the space: coordinate systems; loci.

Planning teaching activity (according to school Schedule) - (optional)

_

Demonstration of the Curricular Unit syllabus coherence with the intended learning outcomes (max. 1000 characters)

The geometry is present in the Basic Education and has as its the central idea of developing students' spatial sense. The study of two and three dimensional geometric figures continues to play an important role in the first cycle, in second cycle students are now required to relate the geometrical properties, and in the third Cycle arise situations of hypothetical-deductive reasoning. A change of emphasis in the previous program is being studied right from the first cycle, geometric transformations, first intuitively and then with increasing formalization. The measure has an important weight in the first cycle, which decreases in the following cycles, but being a very rich topic from the point of view of the connections between mathematical topics and with no mathematical situations. Prospective teachers of basic education require a solid background in the area, since these professionals are responsible for the beginning of a period, more or less long, learning geometry.

Teaching / learning methodologies used (working methods, Curricular Unit running, resources, etc..) (max. 1000 characters)

Since March 16, 2020, classes have mostly begun to be given remotely, mostly synchronously, however, some will be given asynchronously through the Zoom or Teams platforms. Each week will be available pdf documents, in which there are exercises that students must solve and send, by email, their questions so that they can be clarified.
For each week will be proposed Challenges that will have to be solved and submitted via Side, within a certain time limit. The students, in groups, must prepare two papers, submit via Side within a certain period and present them to the other colleagues.
Evaluation: continuous with the realization of challenges, group work and a test/ final exam; or Final Exam, lasting 2 hours. The use of drawing material will be allowed and advised: ruler, square, protractor and compass.
If the pandemic worsens leading to a new state of emergency, two online tests will be developed each lasting 30 minutes.

Demonstration of the consistency of teaching methodologies with the objectives of the Curricular Unit (max. 3000 characters)

During classes will be offered to students, future teachers, performing different kinds of tasks supporting them in their realization. In addition to the tasks it will be provide moments for comparison of results, discuss strategies and institutionalization of concepts and mathematical representations. Situations to offer students both in the phase of exploration of a concept as the deepening and consolidation phase, involve mathematical and non mathematical contexts and include other areas of knowledge and everyday contexts of students.
Communication should also have a prominent place in the teaching practice of future teachers, and through oral discussion in class, students, future teachers, confront their problem-solving strategies and identify the arguments made during the resolution of geometric problems.
Exploring connections between geometric concepts and between concepts and geometrical properties and other concepts related to other fields of knowledge or situations close day-to-day student, is also an important methodological orientation. The students, future teachers also need to understand how the geometric knowledge relate to each other, and be able to use language and numerical algebraic geometry to solve problems in many different contexts.
In Geometry is still essential to use tools such as ruler, set square, protractor and compass, often also useful in the study of other subjects. Throughout all cycles of basic education, the students should use calculators and computers in performing complex calculations, in information representation and representation of geometric objects. In this context, its use by future teachers, is particularly important when they solve problems and when they are exploring geometric situations, where the calculations are not overriding goal of learning, and the attention must focus on the conditions of the situation on the solving strategies and on the interpretation and evaluation of results.

4. Evaluation Methodology

Assessment modes, need to register prior to testing and transition conditions between modes

_

Minimum criteria for admission to examination

Be enrolled in a class on the Side.

Description of evaluation methods, respecting the Article 13 of Chapter IV of UTAD's Pedagogical Regulation (including, scheduling and calculation method).

Continuous evaluation: - resolution of Challenges / exercises that will have to be submitted via Side, within a certain period, with a weight in the final evaluation of 20%; - preparation of two group work, with face-to-face presentation in June (if all goes well, otherwise, each group will prepare a video that will be made available to all other colleagues), with a weight in the final evaluation of 20%;

test/final exam, with a final duration of 2 h, with a weight in the final evaluation of 60%. %. Each student may only pass the UC if he/she obtains, in this test, a rating equal to or greater than 8 (eight) values

-Final exam, lasting 2 hours. The use of drawing material will be permitted and advised: ruler, square, protractor and compass If students do not obtain approval in the Continuous Assessment, or want to dispense with the continuous evaluation, they can take a season exam appeal, with a duration of 2 h (Examination of the normal season and the time of appeal take place in July). If they do not obtain approval either in the Continuous Assessment or in the normal season examination or on appeal, they may perform, exceptionally, an Examination at the special time (in September).
To complete the Curricular Unit, they will have to score at least 9.5 values. If they obtain a classification between 8.5 and 9.4 they can take a complementary test (called oral test) that will make arithmetic mean with the written test of the exam. If the pandemic worsens leading to a new state of emergency, two online tests will be developed each lasting 30 minutes that will replace the final test/test.
Not applicable.

5. Bibliography

Recommended

Title

Author(s)

Construção intuitiva do conceito de medida

Aires, A. P. & Campos, H. In P. Palhares, A. Gomes & E. Amaral (Coords.). Complementos de Matemática para Professores do Ensino Básico. (pp. 47-62)

Organização e consolidação do conceito de medida

Aires, A. P. & Campos, H. In P. Palhares, A. Gomes & E. Amaral (Coords.). Complementos de Matemática para Professores do Ensino Básico. (pp. 47-62)

A Problem Solving Approach to Mathematics for Elementary School Teachers