Overall objectives:

1 - Acquiring mathematical knowledge and reasoning required to understand the curriculum guidelines for teaching mathematics in the 1st cycle.
2 - Encourage and develop the ability to work cooperatively to assume in their professional practice.
3 - Awareness of the role of mathematics in culture and its connection to other disciplines.
4 - Develop skills of observation, reflection and communication, and habits of research, selection and organization of information.
5 - Recognize the formative role of mathematical activities in the development of the individual and the importance of using teaching materials.
6 - Enhancing the role of mathematics in the various sectors of culture and social life and, in particular in scientific and technological development.

Syllabus:

1 - Three Dimensional Geometry
2 - Quantities and Measurements. Regularities
3 - Plane Geometry. Geometric Transformations and Geometric Places
4 - Information Technology and Communication in the study of geometry.

Literature/Sources:

Alsina, C., Fortuny, J. M.ª, Pérez, R. , 1999 , Por Qué Geometria? Propuestas didácticas para la ESO , Editorial Síntesis
Araujo, P.V. , 2002 , Curso de geometria , Gradiva
Guzmán, M. , 2002 , La experiencia de descubrir en Geometría , Nivola Libros
López, M. B. , 1998 , La Geometria y la Formación del Professorado , Universidad de Extremadura
Mendes, M., & Delgado, C. , 2008 , Geometria: textos de apoio a educadores de infância , Lisboa: Ministério da Educação
Oliveira, A.J. Franco de , 1995 , Geometria euclidiana , Universidade Aberta
P. Palhares , 2004 , Elementos de Matemática para Professores do Ensino Básico , Lidel

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
In this course we value the work within the classroom activities in groups and individually. The driving school is guided by a concern to foster interactions among participants and encourage their involvement and initiative, focusing on the questioning and questioning on matters or issues under consideration. The aim is thus to create conditions for a formative evaluation of activities undertaken with the intention of regulating the development of learning for the purposes and objectives of the discipline point. The final classification of each future educator / teacher will be obtained taking into account all activities, particularly as regards the participation of these same activities and presentations and discussions. During the semester, the assessment provides three tests (90%) without consultation and work (10%). At the time complement, or may be recovered to improve the grade obtained from any of the writing tests.