ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Applied Didactics
Areas: Didactics of Mathematics
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
- Know and analyze the importance of didactic resources to improve attitudes towards mathematics.
- Know the main methodologies, instruments and techniques of research and innovation in didactics of mathematics.
- Apply the basic principles of research on practical work in the analysis of processes linked to the improvement of mathematical competence.
- Plan research on problems related to practice, in consideration of theoretical advances in the field of knowledge.
- Processes of knowledge acquisition in mathematics.
- Design and development of methodologies, instruments, techniques, resources for the teaching-learning of mathematics.
- Basic principles of innovation and research in mathematics education.
Basic:
-Clements, D.H. y Sarama, J. (2007). Early childhood mathematics learning. En Frank K. Lester, Jr., Second Handbook of research on mathematics teaching and learning, (pp. 461- 555), Reston, VA: National Council of Teachers of Mathematics.
-Godino, J.D. (2013). Actividades de iniciación a la investigación en Educación Matemática. Uno. Revista de Didáctica de la Matemática, 63, 69-76.
- Llinares, S. (1998) “La investigación “sobre” el profesor de Matemáticas: Aprendizaje del profesor y práctica profesional”. AULA. Revista de Enseñanza e Investigación Educativa, 10, 153-179
Complementary:
-Alsina, A. (2012). Hacia un enfoque globalizado de la educación matemática en las primeras edades. Números. Revista de Didáctica de las Matemáticas, 80, 7-24.
-Ball, D.L., Thames, M.H., Phelps, G. (2008). Content Knowledge for Teaching. What Makes it Special? Journal of Teacher Education, 59(5), pp. 389-407.
- Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A.,
Klusmann, U., Krauss, S., Neubrand, M., Tsai, Y.M. (2010). Teacher?s Mathematical Knowledge, Cognitive; Activation in the Classroom, and Student Progress. American Education Research Journal, 47(1), pp. 133-180.
- Burghes, D. (Editor) (2012). Enhancing primary mathematics teaching and learning. CfBT Education Trust. Plymouth, Uk.
- Castro Martínez, E.; Olmo Romero, Mª A.; Castro Martínez, E. (2002). Desarrollo del pensamiento matemático infantil. Departamento de Didáctica de la Matemática. Universidad de Granada, Granada.
- Hill, H., Ball, D.L., Schilling, S. (2004). Developing Measures of Teachers? Mathematical Knowledge for Teaching. The Elementary School Journal, 105(1), pp. 11-30.
- Lee, P. y Lee, N.H. (2009). Teaching Primary School Mathematics: A Resource Book, Singapore: Singapore Mathematics Education Series.
- León Gómez, N.A. (2006). ¿Qué tan innovadores somos en Educación Matemática? Números, 63, 49-57.
- Lopes Guerreiro, M.H., Salinas Portugal , M.J. (2006). O Trabalho cooperativo nas aulas de matemática, numa turma de 5º ano: uma experiencia curricular. En M. .P. Bolea, M. J. González, M. Moreno (eds). Investigación en Educación Matemática XI, pp 256-267. Huesca. SEIEM. ( ISBN: 84-7985-261-5)
- Mato Vázquez, D.M. (2017). Aprender para enseñar matemáticas en Educación Infantil. Madrid: Pearson Educación S.A.
- Mato Vázquez, M.D. (2014). La afectividad hacia las matemáticas. Createspaces: United States. Teacher Education, 59(5), pp. 389-407.
- Pons Parra, R.M.; Serrano González-Tejero, J.M. (2011) La adquisición del conocimiento: una perspectiva cognitiva en el dominio de las matemáticas. Educatio Siglo XXI, vol. 29, núm. 2.
- Salgado, M., Salinas, M.J. e G. Sequeiros, P. Evaluación de la presencia de los procesos matemáticos en la resolución de un problema aritmético. EDMA0-6, 5 (1) (2016), 45-58
- Santos-Trigo, M. (2009). Innovación e investigación en Educación Matemática. Innovación Educativa, vol.9, núm. 46, 5-13.- Sivianes Valdecantos, S. (2009). El trabajo por proyectos y las matemáticas. Números, 72, 75-80.
Basic and General Competencies
CB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of
ideas, often in a research context
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in environments
new or little known within broader (or multidisciplinary) contexts related to their area of study
CB8 That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to audiences
specialized and non-specialized in a clear and unambiguous way.
CB10 - That students possess the learning skills that allow them to continue studying in a way that will
be largely self-directed or autonomous.
G1 - Express yourself correctly, both orally and in writing, in the official languages of the autonomous community.
G3 - Use the basic tools of information and communications technologies (ICT) necessary for the exercise
of their profession and for lifelong learning.
G4 - Develop to exercise open, cultured, critical, committed, democratic and supportive citizenship, capable of
analyze reality, diagnose problems, formulate and implement solutions based on knowledge and aimed at good
common.
G6 Critically assess the knowledge, technology and information available to solve the problems with which they must
face.
G7 - Assume as a professional and citizen the importance of lifelong learning.
G8 Value the importance of research, innovation and technological development in the socioeconomic and cultural advancement of society
Transversal Competences (T):
T1 Capacity for analysis and synthesis.
T2 - Ability to adapt to new situations
T3 - Work autonomously and with initiative
T4 - Work collaboratively
T5 - Capacity for organization and planning in disciplinary and interdisciplinary educational settings.
T6- Ability to innovate (creativity) within school and non-school educational contexts.
T7 - Behave with ethics and social and environmental responsibility as a teacher and/or researcher.
T8 - Be able to communicate with your classmates, with the educational community and with society in general in the field of your
areas of knowledge.
T9 - Incorporate ICT in the research process and information management, data analysis and dissemination and
communication of results.
T10 - Have the ability to update knowledge, methodologies and strategies in teaching practice.
Specific Competences
E6 - Establish the general descriptors that characterize an investigation: select, prepare, process and interpret the data, and
present the results in accordance with the purposes of the research.
E7 - Ability to apply theoretical knowledge related to Specific Didactics, both to research and to
innovation and evaluation.
E8 - Be able to defend and argue orally and in writing the research and/or innovation work carried out, using in
audiovisual support resources, if applicable.
E10 - Know the theoretical foundations that support research and innovation in the field of Specific Didactics.
E12 Identify the main lines of research and innovation and their evolution in Specific Didactics.
E13 Analyze and critically evaluate research and innovation projects in specific disciplinary areas.
E14 Know different types of methodology used in educational research, considering their relevance for solving specific problems.
E17 - Select, adapt and apply ICT and other materials and resources, to improve the teaching and learning of
different disciplinary areas.
E18 - Recognize research and innovation applied to educational sciences as a continuous innovation tool
and educational and social improvement.
The expository sessions will basically consist of the presentation by the teaching staff of the theoretical, conceptual and methodological framework of the subject, at the same time that the students can formulate questions and try to solve difficulties. The teaching staff will use the exhibition and the debate in a large group, promoting the reflection of the alumnado on determinate sup assumptions according to the contents addressed.
The interactive classes will seek greater student involvement through the development of a student-centered teaching methodology, project analysis and problem solving. All the tasks of the student (study, works, use of computer, projects, readings, exhibitions, exercises, practices ...) will be guided by the profesorado both in the classroom and in the sessions of tutoría.
In these, students will be able to ask specific questions in relation to their tasks or try to solve any difficulty.
In particular, the students must develop a research and / or innovation project with which the achievement of a practical learning is pursued through which situations are proposed that require identifying a problem under study,formulate it precisely, develop the relevant procedures, interpret the results and draw the appropriate conclusions.
The assessment will be carried out according to the following framework:
Part 1:
A) Research and/or innovation project (30%). Team or individual work on a topic of interest. The difficulty of the chosen topic, the methodology followed in its implementation, the presentation of the results, and the reasoning of the conclusions, among other aspects, will be taken into account. Submitted works must be original; submitting a copied work will result in failing the subject.
B) Oral presentation (10%). Students will be required to present and defend their work orally. Accuracy in oral expression, synthesis, and communication skills will be taken into account, as well as the correctness and reasoning of answers and their relevance to the questions posed.
C) Collaborative learning (10%). Reasoned participation in the proposed activities and contributions to group dynamics will be considered.
Part 2:
Final exam (50%). It will consist of a mixed theoretical and practical exam on the knowledge covered in the subject.
To pass the subject, students must pass both parts 1 and 2.
Students exempt from teaching must speak with the instructors during office hours during the first week of the semester to finalize their work plan.
The assessment will be carried out according to the following schedule:
A) Research and/or innovation project (30%). Team or individual work on a topic of interest. The difficulty of the chosen topic, the methodology followed in its implementation, the presentation of the results found, and the reasoning of the conclusions, among other aspects, will be taken into account. Submitted works must be original; submitting a copied work will result in failing the subject.
B) Completion of assignments (20%). Individual work on the different assignments that will be posed in each session and will be explained session by session to students in this modality.
Part 2:
Final exam (50%). It will consist of a mixed theoretical and practical exam on the knowledge covered in the subject.
To pass the subject, it will be necessary to pass both parts 1 and 2.
In cases of fraudulent completion of exercises or tests, the provisions of the Regulations for the Evaluation of Student Academic Performance and Grade Review will apply.
Assessment Guidelines:
- Part I: Participation in in-person sessions and scheduled activities, as well as the timely submission of required documents, projects, and assignments, will be a necessary condition for passing the subject.
- Students exempt from attending theoretical classes will contact the subject faculty within the first two weeks of the start of classes. It is recommended that students follow the Virtual Campus, where presentations and materials for the subject will be uploaded, along with any mandatory assignments.
- The specific exam, included in Part II, will consist of an exam on the knowledge reflected in the syllabus. It will therefore be necessary to pass this exam as well to have the option of passing the subject.
- At the discretion of the teaching staff, some grades may be retained for the resit session and for the following academic year.
Face-to-face hours: 21
Non-face-to-face hours/self-employment: 53
Total hours: 74
The active nature of the methodology requires the protagonism of the students in their own learning. Attendance at and work in classes will promote the acquisition of skills and the collection of information. Immersion in the recommended literature will help the student to advance in their learning and consolidate them.
The works that are evaluated must follow the guidelines of adequacy, form and correctness required of an academic work. For these purposes, the general guidelines established for the elaboration of the TFM may be taken as a reference, necessarily the specific indications that are made in the development of the subject
The work done by the students must be delivered, preferably, through the Virtual classroom.
Environmental Responsibility
Avoid plastic caps or other unnecessary outer wraps.
Whenever possible, use staples instead of binding.
Double-sided printing in “ink saving” quality.
Do not use blank sheets as chapter or part separators.
Avoid attachments that do not have direct reference to the topics developed.
Gender perspective:
It is recommended to use non-sexist language, both in daily classroom work and in the assigned academic work. Information can be obtained at the link:
Mandatory use of the rai email account.
Compulsory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
The mobile phone may not be used, except when used as a work tool following the instructions given by the teacher, making students responsible for the legal and academic consequences that may arise from inappropriate use of the same.
Keep in mind that teaching-learning (classes / tutorials) is a private process, it is understood private as a process of communication and exchange between the teacher and the students enrolled in the subject.
Compulsory compliance with data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
Maria Salgado Somoza
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Mathematics
- Phone
- 881812078
- maria.salgado [at] usc.es
- Category
- Professor: Temporary PhD professor
Jorge Albella Martinez
- Department
- Applied Didactics
- Area
- Didactics of Mathematics
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Thursday | |||
|---|---|---|---|
| 18:30-19:30 | Grupo /CLE_01 | Spanish, Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 19:30-21:00 | Grupo /CLIL_01 | Galician, Spanish | (NORTH CAMPUS) - CLASSROOM 25 |
| 05.19.2026 18:30-20:00 | Grupo /CLE_01 | (NORTH CAMPUS) - BOARDROOM (MARÍA BARBEITO CLASSROOM) |
| 06.30.2026 16:00-17:30 | Grupo /CLE_01 | (NORTH CAMPUS) - BOARDROOM (MARÍA BARBEITO CLASSROOM) |