Universitat Internacional de Catalunya

Learning the Natural Sciences, Socials Sciences and Mathematics II

Learning the Natural Sciences, Socials Sciences and Mathematics II
6
9639
3
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Dra. BALAGUER FÀBREGAS, Maria Carmen - mcbalaguer@uic.es

 

Dra. M. C. Balaguer

Available before or after classes. Please send an email to request the meeting

Introduction

We propose a learning Natural Sciences, Social Sciences and Mathematics so as interdisciplinary project work and various work tools in response to the need for well-trained teachers. All this, with an integrated educational philosophy of the human person and for capacities to promote active learning and meaningful, motivating, and better communication and relationships and effective.

This stuff is 18 credits during the first half distributed equally according to content:

Natural Sciences and Social Learning - 6 ECTS
Learning of Mathematics, -6 ECTS
Interdisciplinary project work in native communities, Social Sciences and Mathematics - 6 ECTS

Mathematics must allow the development of the child in accordance with the four axes that determine the organization of the lessons in the EI curriculum: A child who grows with autonomy and confidence; a child who communicates with different languages; a child who discovers the environment with curiosity and a child who is part of the diversity of the world around him.

Objectives

Encourage research skills.
Working skills of reasoning, analysis and synthesis
Develop communication skills.
Applying digital technologies in the development of mathematical thinking

Competences/Learning outcomes of the degree programme

  • CEM-33 - To know the scientific, mathematical and technological basics of the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
  • CEM-34 - To be familiar with teaching strategies to develop numerical representations, and to have spatial and geometric notions, as well as of logical development.
  • CEM-35 - To understand mathematics as sociocultural knowledge
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

  1. Use the curriculum as a tool to develop teaching units or projects of work adapted to the context.
  2. Know the different blocks of content integration and distribution scheduling activities of 0 to 6 years for the development of science.
  3. Establishes the relationship between learning disabilities and difficulties in language acquisition.
  4. Considers important prior knowledge in the teaching-learning situations.
  5. raises learning strategies tailored to different learning styles of students in science with entrepreneurship.
  6. relates and applies the theoretical work situations arising in practice.Linking assessment with the skills and learning outcomes.analyzes and uses the error as a source of learning sciences.
  7. Develops guidelines for observation and monitoring in line with planned activities, quality-oriented.
  8. relates the logic that presents students with scientific logic.
  9. Consider the assessment of teaching practice as part of the process of teaching and learning.
  10. Participate in group activities and considers the contributions of colleagues the benefit of the individual and collective learning.
  11. Communicate their ideas to others and express reasoned correctly in language teaching (Catalan in the case of this subject), oral and written, and is able to represent them using concept maps or other procedures.
  12. Know interpret and integrate knowledge of English documents in this matter.
  13. Communicate your ideas to others argued and expressed correctly in the language of instruction (Catalan in the case of this subject), orally and in writing, and is able to represent them through conceptual maps or other procedures

Syllabus

 
  • The mathematics curriculum in education infantl
  • Constructing mathematical knowledge: development of mathematical thinking from 0 to 6 years
  • Action planning: the first level of specificity to classroom programming
  • Criteria for selection and sequencing of content
  • Blocks: mathematical logic, numeration and calculation, geometry, measurement and statistics
  • Mathematics and Language: Learning Difficulties
  • The social function of mathematics and its content in the classroom
  • Diversity as a pedagogical condition
  • Tipology activities: organizational arrangements and resources: handly and digital
  • Play as Research
  • The global perception: the education of the senses and the information processing
  • Observation and experimentation as situations apendizaje
  • Evaluation as a regulatory element of the teaching and aprendiazaje in mathematics

Blocks to develop content

Introduction to children's mathematics. What / Why teach mathematics in EI

  1. What teaching to the development of children's mathematics?
  2. How to promote the development of mathematical thinking to IE?
  3. Assessing the development of mathematical thinking to IE: why, what, how and when to evaluate?

Teaching and learning activities

In person



Mathematical learning

Keep consistency with other areas of the field work and the overall project methodology and corners. We will also cooperative learning, expository method and solving exercises and problems. Work with different types of training activities: study and group work, workshops, lectures and practices, and individual self-study.

Team work 

IN PERSON

Act. .

Methodology

Competencies

 individual learning

VIRTUAL

Act. .

Methodology

Competencies
  1. Presentation

 

 

 

 

 2. Review of editorial math programming  

 

 

3.  Vídeo Analisys

 

 

4. Research XTEC

 

 

 

5.Programming and

robotics

 

CT

 

 

 

 

 S-T

CP

 

 

 

 

CP

 

 

 

ST

 

 

 

CT / CP

LM

 

 

 

 

 EC

REP

 

 

 

 

ABP

 

 

 

EC

 

 

ABP

CEM 33, 34, 35; CET 2, 3

CG 4

 

 

 

CEM 33, 34,35

CET 1, 2, 3, 4, 7

CG 2, 4, 9

 

 

CEM 33, 34,35

CET 2, 3, 4, 7

CG 2, 4, 9

 

CEM 35

CET 1, 2, 3, 7

CG 2, 4, 9

 

CEM 34

CET 1, 2, 3, 5, 7

CG 1, 2, 9

 

Anecdotes (creative analysis of theoretical and practical relationship)

 

 

 2. Text commentary

 

 

 

 

 3. follow-up activities

 

ETI

 

 

 

 

 

CP

 

 

 

 

 

 ETI

EC

 

 

 

 

 

REP

 

 

 

 

CEM 33, 34,35

CET 2, 3, 4, 7

CG 11

 

 

CEM 33, 34,35

CET 2, 3, 4, 7

CG 2, 4, 9

 

 

 

 

CG11

Evaluation systems and criteria

In person



Mathematical learning

Keep consistency with other areas of the field work and the overall project methodology and corners. We will also cooperative learning, expository method and solving exercises and problems. Work with different types of training activities: study and group work, workshops, lectures and practices, and individual self-study.

Aprendizaje de la matemática

Team work (evaluation)

PRESENCIAL

Outcomes

Individual work (evaluation)

Outcomes
1. Program acording a learning situation and it mathematical content. Based on the themes of the environment we develop content in parallel with the syllabus. (curriculum analysis, synthesis, creativity, AD...) EG (25%)

 

 

 

1-3- 5- 9-11-12-13

 

 

 

 

 

 

1, Objective and implementation tests (EI) (45%)


ATTENDED

2. Tutorials (EG/EI) (15%)

VIRTUAL

3. Reflections linked to practices (15%)

ATTENDED

4. Self-evaluation

   

1-2- 13

 

2-13

 

 

4-6-7-8-10

 

Learning mathematics

The subject is face-to-face and will be followed by continuous assessment linked to the achievement of skills (compulsory attendance at all continuous assessment sessions). Students will be able to self-regulate their level of learning according to the rubrics of the subject.

Personal progress will be assessed, within a continuous evaluation. VERY IMPORTANT: consistency between personal and group marks will be taken into account, to certify the individual achievement of the skills.

You must pass the integrative test to weigh the rest of the grades. If it is considered that one of the skills has not been achieved, based on the rubrics of the subject, it will have to be recovered in the second call. In this case the test will be specific for this competition. The other continuous assessment notes will be kept to make the final percentages, once the competence not achieved has been recovered.

In accordance with the grade guidelines and in line with the transversal development of CG2 communicative competence, correct spelling and writing in the assessment activities will be enhanced. In this sense, those works (not tests) that have too many spelling mistakes or an illegible wording will be returned with a NC. If the NC is not relevant, 

The spelling criteria in force for the discount of points in the assessment tests are as follows:

  • In written works that have a maximum of 7 pages, 0.1 points will be deducted for missing work if it is a handwritten work, and 0.3 points if it has been written on a computer.
  • In written works of more than 7 pages, 0.1 points will be deducted for errors, whether by hand or by computer.
  • The discount limit is a maximum of 2 points.

Bibliography and resources

Balaguer, M.C. Lectura estartègica dels problemes matemàticsa l'Educació Primària.TDX  http://hdl.handle.net/10803/9348

DEGC. Currículum Educació Infantil. DECRET 21/2023, de 7 de febrer, d'ordenació dels ensenyaments de l'educació infantil. https://portaldogc.gencat.cat/utilsEADOP/PDF/8851/1955221.pdf 

Fuertes, M.T. (2011). La observación de las prácticas educativas como elemento de evaluación y de mejora de la calidad en la formación inicial y continua del profesorado. Revista de Docenci Universitaria vol9, nº 3. A: http://red-u.net/redu/files/journals/1/articles/248/public/248-647-1-PB.pdf

Alcalá, M. (2002). La construcción del lenguaje matemático. Graó.

Alsina Pastells, À. (2007). Com desenvolupar el pensament matemàtic dels 0 als 6 anys. Eumo.

Alsina Pastells, À. (2020). Más allá de los contenidos, los procesos matemáticos en Educación Infantil. 1(1), 1-14. Edma 0-6: Educación Matemática en la infancia,, 1(1), 1-14.

Alsina, C. (2007). Ensenyar Matemàtiques. Graó.

Freudenthal, H. (1972). Mathematics as an Educational Task. Springer.

Miranda, A., Fortes, C., & Gil, M. (2000). Dificultades de Aprendizaje de la matemáticas. Un enfoque evolutivo. Aljibe.

UIC-Barcelona, F. d. (2021). Guia Docente Desenvolupament i aprenentatge de les ciències naturals socials i de la matemàtica II. Recollit de Guia Docente Desenvolupament i aprenentatge de les ciències naturals socials i de la matemàtica II: https://web.uic.es/progs/guia_docent/primera.uic?cod_asignatura=9639&anyo=2020&lg=1

XTEC- Xarxa telemàtica educativa de Catalunya. https://xtec.gencat.cat/ca/inici (1/09/24)

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