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

Article 8 of the UPV/EHU Student Assessment Regulations establishes that the assessment systems that are contemplated are the continuous assessment system and the final assessment system.



Continuous assessment:

Written exam (up to 90%)

Individual and group work (from 10%).



Final assessment:

Written test(s) where it will cover both the theoretical and practical part of the subject, including, where appropriate, the interdisciplinary project. It will correspond to 100% of the grade.





Withdrawal from an exam call

Article 12 of the UPV/EHU Student Assessment Regulations establishes the following:



1.- Students who withdraw from a call receive a final mark of no presentado/ez-aurkeztua.

2.- In the case of continuous assessment, if the end-of-course exam is worth more than 40%, not sitting the exam on the official exam date qualifies as an automatic withdrawal from the exam call. Otherwise, if the weight of the final exam is worth equal to or less than 40% of the grade for the subject, students may withdraw the exam within a period of at least one month before the end of the teaching period for the corresponding subject. This withdrawal must be submitted in writing to the responsable lecturer responsible of the subject.

3.- In the case of final assessment, not sitting the exam on the official exam date qualifies as an automatic withdrawal from the exam call.



Note:

If the need to carry out a distance assessment arises, the adaptations to be made will be published in the subject's eGela. In this case, the telematic means that the UPV/EHU makes available to the community through eGela will be used. In the exceptional case that it is necessary to use any other additional means, students will be notified in advance.

Written test(s) where it will cover both the theoretical and practical part of the subject, including, where appropriate, the interdisciplinary project. It will correspond to 100% of the grade.



Withdrawal from an exam call

Article 12 of the UPV/EHU Student Assessment Regulations establishes the following:



1.- Students who withdraw from a call receive a final mark of no presentado/ez-aurkeztua.

2.- In the case of continuous assessment, if the end-of-course exam is worth more than 40%, not sitting the exam on the official exam date qualifies as an automatic withdrawal from the exam call. Otherwise, if the weight of the final exam is worth equal to or less than 40% of the grade for the subject, students may withdraw the exam within a period of at least one month before the end of the teaching period for the corresponding subject. This withdrawal must be submitted in writing to the responsable lecturer responsible of the subject.

3.- In the case of final assessment, not sitting the exam on the official exam date qualifies as an automatic withdrawal from the exam call.



Note:

If the need to carry out a distance assessment arises, the adaptations to be made will be published in the subject's eGela. In this case, the telematic means that the UPV/EHU makes available to the community through eGela will be used. In the exceptional case that it is necessary to use any other additional means, students will be notified in advance.

- DECRETO 77/2023, de 30 de mayo, de establecimiento del currículo de Educación Básica e implantación en la Comunidad Autónoma de Euskadi. (BOPV 09-06-2023). https://www.euskadi.eus/bopv2/datos/2023/06/2302729a.pdf

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

Basic bibliography

- Arrieta, M. (2001). Matematikaren Didaktika. Lehen Hezkuntza II: Geometria eta Neurria. Euskal Herriko Unibertsitatea.

- Calderero Hernández, J.F. (2005). ¿Qué me pasa con las matemáticas? El Rompecabezas.

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

- Hidalgo Alonso, S. (1997). Las Matemáticas en el Título de Maestro. Consideraciones Teóricas, didácticas y prácticas. L. Diagonal.

- Sarasua, J. eta Izagirre, A. (2019). Lehen Hezkuntzako irakasgaientzako problemak: Aritmetika eta Aljebra. UEU.

In-depth bibliography

- Batanero, C. y Godino, J.G. (2002). Estocástica y su didáctica para maestros.
- Cirre Torres, F. J. (2004). Matemática Discreta. Anaya.
- Gómez Alfonso, B. (1988). Numeración y cálculo. Síntesis.
- Guzmán, M. (2003). Como hablar, demostrar y resolver en Matemáticas. Anaya.
- Norman, L.C. (2000). El país de las mates para novatos. Un juego de aventuras con problemas matemáticos. Nivola.
- Segarra, L. (2001). Problemates. Colección de problemas matemáticos para todas las edades. Graó.

Journals

Suma
Uno
Sigma
Educación Matemática
Thales
Avances de Investigación en Educación Matemática (AIEM)

Web addresses

https://www.divulgamat.net
http://www.ugr.es/~jgodino/edumat-maestros/
http://nlvm.usu.edu/es/nav/vlibrary.html
http://www.experiencingmaths.org/
http://www.matematicalia.net/
http://puntmat.blogspot.com.es/
https://www.101qs.com/