Development of Child Mathematical Thinking

Code:

P740

Acronym:

DPMC

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2014/2015 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	11	Official Curricular Structure	2	-	3	30	81

Teaching language

Portuguese

Objectives

To aquire knowledge on psychological theories and models about the development of mathematical thinking in children, and on relevante research in this domain. To apply knowledge to teaching and to evaluation. To be acquainted with strategies and programs aimed to promote child mathematical knowledge and development.

Learning outcomes and competences

Students must be able to;

Demonstrate knowledge on the development of children’s mathematical thinking theoretical background.

Identify theories and concepts in the field of cognitive development relevant to understanding the development of mathematical thinking in children

Define what is mathematical knowledge and identify its various domains.

Know relevant research

Apply acquired knowledge to the observation of children.

Know intervention programs in the field of children mathematics.

Plan activities to promote math skills of children.

Discuss the importance of preschool math intervention and the underlying principles

Working method

Presencial

Program

Historical perspective on the study of the development of child matematical thinking.Contributions of Piaget and Vygotsky. The number sense. Biologically primary and secondary abilities. Formal and informal mathematics. Ecology of mathematical learning. Numerical knowledge in infants and preschool aged children. Children’s arithmetic: the importance of counting. A developmental perspective. Intervention programs for preschool aged children. School and mathematics: issues concerning the formal teaching of mathematics. Mistakes and understanding. Learning disabilities and mathematics: an overview.

Mandatory literature

Ginsburg, H. ; Children’s Arithmetic- How they learn it and how you teach it., Austin: Pro-ed., 1989
Clements, D. & Sarama, J. (Eds.) ; Engaging Young Children in Mathematics, Mahwah, N.J.: Lawrence Erlbaum Associates, Publ., 2004
Donlan Chris 340; The^development of mathematical skills. ISBN: 0-86377-817-8
Dehane, S.; The number sense, Oxford University Press, 1997. ISBN: 0195132408
Donlan Chris 340; The^development of mathematical skills. ISBN: 0-86377-817-8
Dehaene Stanislas; The^number sense. ISBN: 0-19-513240-8
Ginsburg, H. ; Children’s Arithmetic- How they learn it and how you teach it., Austin: Pro-ed., 1989
Abreu-Lima, I., Coelho, V., Lobo, C. Castro, C., Gomes, V. & Monteiro, A. F. ; ). Promoção da competência matemática pré-escolar – resultados de um programa de intervenção, In Mata. L., Peixoto, F., Morgado, J., Silva, J. C. & Monteiro, V. (Coord.), Atas do 12º Colóquio internacional de Psicologia, Educação, Aprendizagem e Desenvolvimento: Olhares Contemporâneos através da investigação e da prática. (CD-ROM).ISPA - Instituto Univ, (2012, junho)

Complementary Bibliography

Campbell Jamie I.D. 340; Handbook of mathematical cognition. ISBN: 1-84169-411-8

Teaching methods and learning activities

Theoretical exposition by teacher for the whole classe. Group work Classe debates Presentations by students Practical tasks to evaluate mathematical knowledge for 3 - 8 year olds. Video observation Observation. Applying test to evaluate math knowledge. 

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	50,00
Participação presencial	10,00
Trabalho de campo	20,00
Trabalho escrito	20,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	30,00
Frequência das aulas	0,00
Trabalho de campo	10,00
Trabalho de investigação	10,00
Total:	50,00

Eligibility for exams

Students need to be present in at least 3/4 of the classes Throughout the semester, individual assignments will be asked from students, individually and in groups, all of which need to be handed in to be elegible for exam.

Calculation formula of final grade

Final grade (100%) will correspond to the exam grade (50%) to which the grade obtained in remaining assignments will be added . These might include a written critique of an article (20%) and a field work, that includes a presentation to class (20%). Alternatively, the students may develop a personal project in the preschool math domain (40%). Class attendance and participation will also determine final grade (10%).The grade will be expressed in a 0-20 scale, a minimum of 10 being necessary to pass. In each component of final grade, a minimum of 9 is required.

Examinations or Special Assignments

Students may be asked to hand in observation repports or assignments at the end of the class.

Special assessment (TE, DA, ...)

Students in special conditions should contact the teacher in the first day of class, and specific situations will be given specific attention accordingly.

Classification improvement

Improvement of final grade is possible only by repeating the final exam. Grades corresponding to assignments handed in will not be changed unless student repeats the semester.