programa de la asignatura - Teacher Training College BA in Primary
Academic year: 2013/14
Subject identification and characteristics
Matemáticas y su didáctica
Teaching of Mathematics
BA in Primary Education
Didactic - disciplinary
Didactics of Mathematics
Didactis of Mathematics
(if more than one)
Didactics of Experimental Sciences and Mathematics
DOMINGO REVILLA (Cáceres)
MIGUEL ORREGO (Badajoz)
CB1 - That students demonstrate knowledge and understanding in a field of study that builds upon
general Secondary Education, and is typically at a level that, whilst supported by advanced
textbooks, includes some aspects from the avant-garde of their field of study
CB2 - That students can professionally apply their knowledge and understanding to their work or
vocation and have competences typically demonstrated through devising and sustaining arguments
and solving problems within their field of study
CB3 - That students have the ability to gather and interpret relevant data (usually within their field
of study) to inform judgments that include reflection on relevant social, scientific or ethical issues.
CB5 - Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para
emprender estudios posteriores con un alto grado de autonomía
CG1 - To be familiar with the interdisciplinary nature of Primary Education curricular areas, the
assessment criteria and the body of didactic knowledge required for teaching and learning processes.
CG2 – To design, plan and evaluate teaching and learning processes, both individually and in
collaboration with other teachers and staff at a school.
CG4 – To design and regulate learning spaces in diverse contexts that respect gender equality and
human rights, and that satisfy the values of citizen training.
CG8 - To maintain a critical and autonomous relationship with respect to knowledge, values, and
public and private social institutions.
CT1 - To be able to communicate information, ideas, problems and solutions to both specialist and
CE38 - To acquire basic mathematical competences (numerical, calculus, geometrical, spatial
representations, estimation and measurement, organization and interpretation of information, etc.).
CE39 - To know the school Mathematics curriculum
CE40 – To analyse, reason and communicate mathematical proposals
CE41 – To appreciate the relationship between Maths and Sciences as one of the pillars of scientific
C45 - To develop and evaluate curriculum content through appropriate teaching resources and
promote the students’ acquisition of mathematical competences
Themes and contents
Brief description of content
General aspects of today’s Maths teaching. Study and analysis of the different manipulative and
technological materials for the Teaching and Learning of Arithmetic in Primary School. Natural
numbers, integers, rational, real. Operations. Divisibility rules. First and second degree equations
and equation systems.
UNIT 1.INTRODUCTION TO MATHS TEACHING AND LEARNING
Contents: 1.General aspects of Maths and teaching. 2. Mathematical training of Primary School
teachers. 3. Arithmetic teaching and learning in the Primary School curriculum.
UNIT 2: NATURAL NUMBERS AND NUMBERING SYSTEMS
Contents: 1. Mathematical Sciences. 2. Coordinable sets. Concept of number. 3. Positional number
systems. 5. Decimal numbering system 6. Support materials for the study of numbering systems.
UNIT 3: ARITHMETIC OPERATIONS
Contents: 1. Meaning and mechanisms of operations. 2. Addition and subtraction with and without
compensation. 3. Multiplication with and without regrouping. 4. Divisions with one or more figure
divisors. 5. Exponentiation and radicals. 6. Problem solving.7.Appropriate teaching materials:
abacus and blocks.
UNIT 4: DIVISIBILITY IN N.
Contents: 1. Prime and composite numbers. 2. Divisors. 3. Greatest common divisor and least
common multiple 4. Divisibility criteria
UNIT 5: FRACTIONS AND DECIMAL NUMBERS
Contents: 1. Numeric expression of non-integer sets. 2. Fractions as parts of unit. 3. Measurement
comparison. 4. Notation exercises. 5. Operations with fractions and decimals. Resources and
UNIT 6: INTEGERS
Contents: 1. Positive and negative numbers. 2. Operations with integers
UNIT 7: EQUATIONS. EQUATION SYSTEMS
Contents: 1. Equations and inequations. 2. Application of diophantine equations at school. 3.
Equation systems. 5. Algebra for problem solving.
Student working hours per unit
1. Oral presentations. Directive teaching. Large group classes aimed at the presentation of the
different concepts and procedures associated with the subject with the help of bibliography and
2. Discussion and debate. The oral presentation is combined with discussion activities and questions
to be answered by the students, so that they can build new concepts from previous knowledge
(related to other subjects or topics in the syllabus that are significantly related).
3. Commented reading of bibliography
4. Viewing of audiovisual materials (documentaries, movies, etc) followed by discussion and debate
6. Exams. The aim of this activity is assessing the students’ learning results according to the
objectives and competences established in the teaching plan of the different subjects that form a
13. Guidance, decision making and resolution of students’ doubts. Monitoring of non-attendance
activities. Monitoring of individual or small group projects. Consultation and individual or group
14. Bibliography reading previous to the teacher’s lecture
15. Study of the subject and revision for exams
This course is both theoretical and practical, since in addition to the study and analysis of numerical
relationships there is a significant component related to its implementation in classroom activities.
The student should be able to solve problems related to these issues and reflect on the Primary
School student’s ability to understand the concepts that are discussed in each case.
70% final exam. 30% class participation.
Bibliography and other resources
BARRANTES, M y BLANCO, L. J. (2006). A study of prospective Primary teacher`s conceptions
of teaching and learning geometry. Journal of Mathematics Teacher Education, v.9, nº 5, 411-436.
BARRANTES, M. y ZAPATA, M. (2010).Los problemas aritméticos y su tratamiento didáctico.
Campo Abierto . V. 29, nº1. 77- 95
BOYER, C. B. (1986). Historia de las Matemáticas. Madrid: Alianza.
BRITTON, J.R. y BELLO, I. (1982). Matemáticas contemporáneas. Ed. Harla. México.
CHAMORRO, M.C. (cord.) (2003). Didáctica de las Matemáticas. Madrid: Pearson.
CASTRO, E. (ed.) (2001) Didáctica de las Matemáticas en la Educación Primaria. Síntesis, Madrid
CONTRERAS,C. y BLANCO,L.J. (2002) Aportaciones a la formación inicial de maestros en e l
Área de Matemáticas: Una mirada a la práctica docente. Cáceres: Unex.
CENTENO PEREZ, J. (1988). Números decimales. Ed. Síntesis. Madrid.
LUCEÑO CAMPOS, J.L. (1986). El número y las operaciones aritméticas básicas: su
psicopedagogía. Ed. Marfil. Alcoy.
LLINARES, S. y SANCHEZ, V. (1988). Fracciones. Ed. Síntesis. Madrid.
SEGOVIA, I. Y RICO, L. (2011). Matemáticas para maestros de Educación Primaria. Madrid:
SIERRA VAZQUEZ, M. (1989). Divisibilidad. Ed. Síntesis. Madrid.
To be determined
Free access tutorials:
To be determined