Syllabus Information

1. General information

This subject completes the didactic-mathematical training of the future teacher with the objective of being able to detect learning difficulties in mathematics and to carry out individualized remedial activities. Together with the subjects Didactics of Arithmetic I, Didactics of Arithmetic II and Didactics of Geometry, its goal is to train future primary school teachers in the Didactics of Mathematics.

The subject is offered to students of the Therapeutic Pedagogy major but can be chosen as an elective subject by students studying other majors of the Degree. There are no prerequisites, only the student is expected to be interested in the mathematical learning difficulties of elementary school students and willing to perform classroom interventions with elementary school students who have difficulties in understandingarithmetic concepts.

SDGS 4, 5 y 10 ( https://www.un.org/sustainabledevelopment/es/).

2. Learning results

1. Analyzes the specific difficulties posed by the learning of arithmetic concepts for students in primary education and understands the need to use didactic materials in the teaching-learning process ofmathematics.

2. Plans, selects resources and designs individualized remedial activities.

3. Evaluates the intervention carried out and describes with precision the effects it has produced, indicating the successive states of knowledge and learning difficulties observed in the child to whom the remedialactivities are proposed.

Importance of learning tesults

Currently, the study of difficulties in learning mathematics is a line of research in Didactics of Mathematics that provides significant information about the origin, effects and alternatives for the teaching of mathematics at all educational levels. It should be noted that the difficulties of schoolchildren that manifest themselves in the errors they make are not casual, since they are based on their previous knowledge and experiences, and have different causes that motivate them. Thus, they can be associated with didactic (didactic obstacles), epistemological ( epistemological obstacles), cognitive or attitudinal difficulties.

On theother hand, errors are part of the knowledge construction process and are usually the engine that causes a cognitive imbalance in the student, thus becoming a constructive element in the teaching-learning process . Under these conditions, the error should not have a negative connotation, but should be analyzed by the teacher in training in the educational context to detect the cause of learning difficulties that, on many occasions, is not related to the cognitive abilities or attitude of the student.

The learning outcomes of this course are very important because they allow students to put theoretical knowledge into practice through direct interventions with schoolchildren who have difficulties in mathematics.

Specific competencies: CB1-5, CT1-9, CG01, CG02, CG0, CG10-13, CE01, CE02, CE04, CE06, CE09, CE13, CE15, CE16, CE17, CE63, CE70, CE71

3. Syllabus

Conceptual aspects of learning difficulties in mathematics.

The role of error in learning mathematics and in detecting learning difficulties.

Types of learning difficulties and detection techniques. Levels of oral arithmetic proficiency and its influence on the mathematics learning process.

Difficulties in problem solving.

Curricular treatment of learning difficulties in mathematics: prevention and intervention.

Elaboration and use of didactic materials for intervention in school arithmetic.

4. Academic activities

The learning process that has been designed for this subject is based on the presence of the teacher in training in a school center to carry out didactic interventions with the intention of detecting and treating the learning difficulties mathematics of a student of Primary Education. This teaching intervention allows him/her to observe, act and reflect on what observed with the help of the teaching staff of the subject, establishing a link between the theory studied in the subjects Didactics of Arithmetic I, Didactics of Arithmetic II and professional practice. This external practice is complemented by the small group seminar classes (between 4 and 6 students) that take place at the Faculty and that allow to analyze what observed and to prepare new interventions with the help of the professors of the subject. As a consequence, it is expected that the student will acquire competencies that will allow him/her to better integrate the theoretical knowledge taught in the degree and, on the other hand, an experimental knowledge of great utility for his/her later incorporation to the teachingprofession.

The program of activities offered to the student to help him/her achieve the expected results includes the following activities:

Theoretical classes (18 hours).

Classes taught by the student at CEIP Recarte y Ornat (30 hours, 20 sessions of an hour and a half) accompanied and assisted by the teaching staff.

Small group seminar classes (between 4 and 6 students) to review didactic interventions and make new proposals. Each student receives 12 hours of teaching. Of the 12 hours, in 6 of them you will have an active participation since will be dedicated to the course in which you are involved, the other 6 will be as an observer since they will be focused on another course or group. Small group seminar sessions may be scheduled outside of class time or shift time depending on the availability of the teaching staff.

The student's autonomous work must include the work proposed by the teacher, the search and preparation of materials, the analysis of the didactic interventions and the elaboration of reports.

5. Assessment system

Assessment activities:

A. 60%. Report on the arithmetic skills of the assigned Primary Education student with the following sections:

1. Initial evaluation of the student.

2. Final evaluation of the student.

3. Evolution of the student's understanding.

4. General assessment of the intervention.

B. 20%. Report detailing an intervention developed with a Primary Education student showing the use of a material designed by the student or reworked in depth.

C. 20%. Performance in class sessions in the faculty and in the school.

The following indicators will be taken into account to assess the level of acquisition of the learning results: ACTIVITY A:

a) Adequacy of the student's answers to the questions posed in the sections of the report.

b) Contextualization of the responses that accurately reflects the reality of the development of the intervention.

c) Assessment of the interventions and teaching activities carried out with the student.

e) Evaluation by the student of the understanding shown by the scholar.

d) In-depth analysis of the learning difficulties detected in the student.

e) Ideas presented in a clear, concise and orderly manner, differentiating between data, theoretical contributions and personal contributions.

f) Spelling and syntax correction.

g) Organization and structuring of the content.

h) Selection of key information (ability to synthesize)

ACTIVITY B:

a) Adequacy and originality of the design of the learning activity developed in the classroom.

b) Evaluation by the student of the development of the activity and the effects it produces on the student's understanding.

c) Ideas presented in a clear, concise and orderly manner, differentiating between data, theoretical contributions and personal contributions.

f) Spelling and syntax correction.

ACTIVITY C:

a) Preparation of class sessions at school and availability for innovation and development of didactic resources for teaching mathematics .

b) Attention to the student and ability to be respected by the student.

c) In the small group seminar sessions, the student's interventions and the analysis of the student's comprehension of the arithmetic contents will be evaluated. In order to evaluate the analysis of the understanding of the arithmetic contents of the assigned scholar, the student must submit 24 hours before the celebration, in the moodle platform, of each seminar session a "control table" with the guidelines indicated by the professor of the subject.

CRITERIA FOR ATTENDANCE TO THE SESSIONS:

Failure to attend each of the theoretical class sessions at the Faculty will subtract 0.20 points from the final grade.

Failure to attend each of the class sessions with the student of the school or seminar sessions will subtract 0.50 points from the final grade.

The lack of punctuality to each of the sessions at school or to the theoretical or seminar sessions will subtract 0.20 points from the final grade.

Failure to attend two or more seminar sessions will result in the total loss of marks for this activity.

If you arrive late to a session or drop out so that more than half of the session is attended, it is considered a lack of punctuality. If less than half of the session is attended, it is considered a failure to attend.

5th and 6th calls. Students in this situation will follow the evaluation system described in this section without any variation.

Finally, it must be taken into account that the Regulations of the Norms of Coexistence of the University of Zaragoza will apply to the irregularities committed in the assessment tests through academic fraud as well as the application of article 30 of the Regulations of the Norms of Assessment of Learning in relation to irregular practices other than academic fraud.