Modelling and Applications in Mathematics Teaching

Objectives

This course has the overall objective to create a space for discussion, questioning, testing and implementation of several mathematical models. Based on the approach of the several programmatic contents is expected that students are able to:
- Acquire an overview of the modeling process,
- Develop the model concepts and mathematical modeling,
- Learn the basic ideas and techniques in working with trivial linear discrete dynamical systems,
- Develop the ability to adjust linear dynamic systems to problematic situations from reality,
- Develop the ability to model situations of reality, based on the collection of data using (CBL, CBR)
- Contact with the process of construction and operation of mathematical models in science,
- Promote critical analysis of mathematical models involved in various activities of daily life,
- Develop the ability to frame the role of computational tools in the process of building mathematical models of real situations,
- Reflect critically on the potential and problems of carrying out mathematical modeling activities with students.

General characterization

Code

10790

Credits

6.0

Responsible teacher

Alexandra Sofia da Cunha Rodrigues

Hours

Weekly - 5

Total - 122

Teaching language

Português

Prerequisites

Absent

Bibliography

APM (1999). Modelação no ensino da matemática. Calculadora, CBL e CBR. Lisboa: APM.
Domingos, A. (1994). Materiais para a aula de matemática. Funções e modelação. Lisboa: Projecto Pólya, Secção Ciências da Educação da FCT/UNL.
Matos, J. F. (1995). Modelação Matemática. Lisboa: Universidade Aberta.
Matos, J. F., Blum, W., Houston, K., & Carreira, S. (2001). Modelling and mathematics education: ICTMA 9. Chichester: Hoewood Publishing.
Matos, J. F., Carreira, S. P., Santos, M., Amorim, I. (1994). Ferramentas Computacionais na Modelação Matemática. Lisboa: Projecto Modelação no Ensino da Matemática, Departamento de Educação da Faculdade de Ciências da Universidade de Lisboa.
Precatado, A., & Guimarães, H. (2001). Materiais para a aula de matemática. Lisboa: APM.
Silveira, B., Duarte, I., Almiro, J., Cavaleiro, J., Reis, L., e Lagido, M. (2002). Funções no 3º ciclo com tecnologia. Lisboa: APM.

Teaching method

The assessment will be continuous and will be based on:

- Student participation in class work (20%),

- The presentation and discussion of the proposed themes (pair work) - theoretical work (25%),

- Carrying out, presenting and discussing a mathematical modeling task to be applied to 3rd cycle or secondary school students (individual work) – practical work (30%).

- Realization of a work under the theme "Modeling in the teaching and learning of mathematics" (group work) - theoretical/practical work (25%),

Conducting a summative assessment test - exam (Corresponding to the items above in which it does not perform).

 

Evaluation method

The assessment will be continuous and have for base:

- Student participation in class work (20%),

- The presentation and discussion of the proposed themes (pair work) - theoretical work (25%),

- Carrying out, presenting and discussing a mathematical modeling task to be applied to 3rd cycle or secondary school students (individual work) – practical work (30%).

- Realization of a work under the theme "Modeling in the teaching and learning of mathematics" (group work) - theoretical/practical work (25%),

Conducting a summative assessment test - exam (Corresponding to the items above in which it does not perform).

Subject matter

The program of the course includes the following topics:
The process of mathematical modelling
Introduction to the dynamic systems
Modelling in science
Modelling in the society
Computational modelling and tools
Modelling in the teaching of Mathematics

Programs

Programs where the course is taught: