| RATIONALE
Children develop numerous mathematical concepts, at least intuitively, even before they start school. Many preschool children have substantial informal knowledge of mathematics. In Basic Education, the learning carried out by children, in terms of what they learn and how they learn, is of decisive importance in the development of fundamental mathematical skills for the rest of their schooling and future life.
The Kindergarten, and later the school, must encourage the organization of rich and differentiated contexts, taking into account the cultural diversity of its children, providing appropriate materials and physical spaces. In this sense, the teacher must promote situations that allow each child to solve everyday problems by building, playing, manipulating materials, expressing ideas, dialoguing and interacting with their peers and adults, through ideas (mathematical or not) and the acquisition concepts that ensure confident progression in mathematical learning.
Mathematics in Pre-School Education and in the first years of the 1st Cycle, does not appear in isolation as a content to be taught to children, it appears in everyday interaction, in the relationship with materials and, in the search for informal records of communication and expression.
Therefore, this course aims to promote analysis and reflection on the educational practices of early childhood educators and 1st Cycle teachers, valuing the development of their professional practices by interconnecting them, in a balance between the changes that will have to be introduced and the structuring of strategies that are considered to facilitate the transition and continuity between these two levels.
| COURSE OBJECTIVES
• Deepen mathematical, didactic and curricular knowledge for the teaching-learning process in pre-school education and in the 1st cycle of basic education considering the curricular documents in force.
• Select/construct/adapt materials to be used in the context of Kindergarten and in the 1st cycle, having underlying transversal and structuring ideas, enhancing transitions and continuities between the two contexts
• Value the analysis of children's achievements and productions, in a collaborative and systematic way, thus seeking to evaluate the development of the teaching and learning process.
• Share and encourage the carrying out of curriculum development experiences in Mathematics, promoting reflection among peers (Early Childhood Educators and teachers).
• Reflect systematically on teaching and learning practices and the potential of collaborative work as a professional practice for teachers
| CONTENTS
The contents or themes of this course are related to the following aspects:
- Transitions: continuities and discontinuities, this being the guiding and unifying theme on the horizon of this course.
- Educational Environments and their Connections: structuring element of pedagogical activity.
- Planning and Assessment, as interdependent acts that are revisited throughout the exploration of different themes.
- Development of the meaning of Number and connections with other themes.
- Development of Visualization and its connections.
- Development of the sense of Measure and its connections.
- Preparation of final works.
- Presentation of work and conclusion of training.