Theoretical clusters of primary school Mathematics will be dealt with from a scientific, educational, psychological and curricular perspective. The emphasis will be placed on the importance of using manipulative and graphical resources.

Knowing the methodological suitable strategies for the development of logical-mathematical thinking, numeration abilities and geometric reasoning.



Producing, selecting and evaluating curricular materials in order to promote mathematical learning of primary school students through meaningful activities.



Knowing the elementary mathematical contents associated with the thematic clusters according to the curriculum: arithmetic, geometry, measurement, statistics and probability.



Taking decisions based on epistemological and instructive frameworks in relation to the primary classroom management, arranging mathematical contents and learning goals properly, and designing functional and meaningful learning situations.



Creating processes of critical reflection on good professional practices, textbooks and other instructional materials.

1. Numbers and operations

a. Numerical operations, properties, divisibility.

b. Calculation procedures: algorithms, mental calculation and estimation.

c. Educational materials and resources. Models facilitating the construction of numerical concepts.

d. Conceptual and procedural misconceptions in Primary School.

e. Curriculum standards for numbers and operations.



2. Geometry

a. Plane geometry: identification, classification and construction of plane figures. Angles and polygons. Loci.

b. 3-dimensional geometry: identification, classification and construction of solids. Polyhedra and solids of revolution.

c. Geometric transformations: translations, symmetries and rotations.

d. Educational materials and resources. Geometric software. Geometrical reasoning: the Van Hiele model for the learning and teaching of geometry.

e. Conceptual and procedural misconceptions in Primary School.

f. Curriculum standards for geometry.



3. Magnitudes and Measurement

a. Magnitudes: measurement and systems of units.

b. Magnitudes and proportionality: Thales’ Theorem, Pythagoras’ Theorem.

c. Measurement of plane figures and solids.

d. Educational materials and resources. Learning and teaching processes of magnitudes and measurement.

e. Conceptual and procedural misconceptions in Primary School.

f. Curriculum standards for magnitudes and measurement.



4. Data analysis and probability

a. Statistics: data collection, analysis of graphs.

b. Chance and probability: intuitive approach. Correlation.

c. Educational materials and resources. Learning and teaching processes of statistics and probability.

d. Conceptual and procedural misconceptions in Primary School.

e. Curriculum standards for data analysis and probability.

Classroom sessions:



Exposition of contents and students’ tasks. Debates.



Autonomous sessions:



Study of theoretical and practical contents.

Reading of recommended texts and production of associated tasks.

Autonomous learning and information management via ICTs.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • It is explained in the following section (%): 100

• Exam: up to 90%

• Individual or group tasks: from 10%





Students who don’t attend the classes:

Written exam(s) covering both the practical and theoretical part of the subject, including, when applicable, the interdisciplinary task. It will amount to the 100% of the whole mark.





Not sitting the exam means renouncing it.

Practical and theoretical exam for the whole of the subject (100% of the total mark).



Not sitting the exam means renouncing it.

-BOE, BOPV: Decretos curriculares: REAL DECRETO 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación primaria. DECRETO 175/2007, de 16 de octubre, por el que se establece el currículo de la Educación Básica y se implanta en la Comunidad Autónoma del País Vasco.

Basic bibliography

- Arrieta, Modesto. Matematikaren Didaktika. Lehen Hezkuntza II: Geometría eta Neurria. Euskal Herriko Unibertsitatea. Bilbo, 2001.

- Calderero Hernández, J.F. ¿Qué me pasa con las matemáticas? Ed. "El Rompecabezas". Madrid, 2005

- Castro, E., Castro. E., Rico, L. Números y operaciones. Fundamentos para una aritmética escolar. Ed. Síntesis, 1987.

- Hidalgo Alonso, Santiago. Las Matemáticas en el Titulo de Maestro. Consideraciones Teóricas, didácticas y prácticas. L. Diagonal. Segovia, 1997.

- National Council of Teachers of Mathematics. Principios y estándares para la educación matemática. Traducido por THALES, 2003.

In-depth bibliography

- Cirre Torres, F. J. Matemática Discreta. Anaya. Madrid, 2004.
- Gómez Alfonso, B. Numeración y cálculo. Síntesis. Madrid, 1988.
- Guzmán, Miguel de. Como hablar, demostrar y resolver en Matemáticas. Anaya. Madrid, 2003.
- Norman, L.C. El país de las mates para novatos. Un juego de aventuras con problemas matemáticos. Nivola. Madrid, 2000.
- Segarra, Lluís. Problemates. Colección de problemas matemáticos para todas las edades. Ed. Graó. Madrid, 2004 (3ª ed.). Madrid, 2003.

Journals

Suma, Uno, Sigma, Educación Matemática (Iberoamericana, de Santillana), Thales.

Web addresses

www.ugr.es/~jgodino/edumat-maestros/welcome.html
www.educared.net/
www.divulgamat.net
www.zientzia.net
http://www.oma.org.ar/index.htm