The course will work on the development of the following Basic Competences (CB) of the degree:
CB1. That students have demonstrated to possess and understand knowledge in the area of didactics of mathematics that starts from the basis of general secondary education, and is usually found at a level that, although it is supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.
CB2. Students are able to apply their knowledge to their work or vocation in a professional way and possess the competences that are usually demonstrated through the elaboration and defence of arguments and the resolution of problems within the area of didactics of mathematics.
CB3. Students have the capacity to gather and interpret relevant data (usually within the area of didactics of mathematics) in order to make judgements that include reflection on relevant social, scientific or ethical issues.
CB4. Students are able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
In turn, and with regard to the Specific Competences (CE) of the degree, this subject aims for students to be able to:
CE1. Know the curricular areas of Primary Education, the interdisciplinary relationship between them, the assessment criteria and the didactic knowledge around the respective teaching and learning procedures.
CE2. Design, plan, develop and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
CE3. Deal effectively with language learning situations in multicultural and plurilingual contexts. Encourage the reading and critical commentary of texts from the different scientific and cultural domains contained in the academic curriculum.
CE4. Design and regulate learning spaces in contexts of diversity that attend to gender equality, equity and respect for human rights that constitute the values of citizenship education.
CE5. Encourage coexistence in the classroom and outside it, solve discipline problems and contribute to the peaceful resolution of conflicts. Encourage and value effort, perseverance and personal discipline in students.
CE6. Know the organisation of Primary Education schools and the diversity of actions that comprise their operation. Carry out the functions of tutoring and guidance with students and their families, attending to the unique educational needs of the students. Assume that the exercise of the teaching function must be perfected and adapted to scientific, pedagogical and social changes throughout life.
CE7. Collaborate with the different sectors of the educational community and the social environment. Assume the educational dimension of the teaching function and promote democratic education for active citizenship.
CE8. Keep a critical and autonomous relationship with regard to knowledge, values and public and private social institutions.
CE9. Value individual and collective responsibility in achieving a sustainable future.
CE10. Reflect on classroom practices in order to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it among students.
CE11. Know and apply information and communication technologies in the classroom. Selectively discern audiovisual information that contributes to learning, civic education and cultural wealth.
CE12. Understand the function, possibilities and limits of education in today's society and the fundamental competences that affect Primary Education schools and their professionals. Know models of quality improvement with application to educational centres.
With regard to the Subject Specific Competences (CEM), this subject aims for the student to be able to:
CEM6.1. Achieve basic mathematical competences (numerical, calculation, geometric, spatial representations, estimation and measurement, organisation and interpretation) that allow them to carry out the teaching function with confidence.
CEM6.2. Know the school mathematics curriculum, reflecting on the teaching-learning process, classroom organisation, attention to diversity, interdisciplinarity, ...
CEM6.3. Develop and evaluate curriculum content using teaching resources (general and mathematical computer programmes, information and communication technology and teaching materials) to manage the teaching-learning process.
CEM6.4. Analyse, reason and communicate mathematical proposals.
CEM6.5. Propose and solve problems related to everyday life.
CEM6.6. Value the relationship between mathematics and science as one of the pillars of scientific thought.
From the General Competences (CG), this subject aims for the student to be able to:
CG1. Work in a team, disciplinary and interdisciplinary, in a cooperative and collaborative way, respecting diversity.
CG2. Use interpersonal communication means and strategies in different social and educational contexts.
CG6. Incorporate information and communication technologies into their training and professional activity.
CG7. Know how to adapt to new situations, developing a creative spirit and leadership attitude.
CG8. That students develop an ethical commitment to respect fundamental rights, guaranteeing the effective equality of men and women, equal opportunities, non-discrimination and universal accessibility for people with disabilities, as well as the values of a culture of peace and democratic values.
The above competences are expressed in the following Learning Outcomes (RA):
RA6.1. Know and apply basic mathematical skills (numerical, calculation, geometric, spatial representations, estimation and measurement, organisation and interpretation of information).
RA6.2. Handle the mathematical contents that enable him/her to work confidently as a teacher in Primary Education.
RA6.3. Select or create mathematical learning environments that encourage pupils to solve complex tasks, seeking to develop their basic mathematical competences.
RA6.4. Design classroom activities within multifaceted contexts, interrelating mathematical competences with other basic competences.
RA6.5. Select and implement in the classroom diverse resources and materials (computational, audiovisual, manuals, bibliographic, etc.) that promote the development of basic mathematical competences.
RA6.6. Fully integrate students, making appropriate use of TICs, in our information society, transforming it in knowledge.
RA6.7. Apply individualised and group teaching methodologies, managing both the search for full personal development and the integration of students in a multicultural society.
RA6.8. Design, develop and evaluate didactic units related to mathematics in Primary Education, seeking quality training in basic competences.
RA6.9. Analyse and solve problems related to everyday life, following a process that involves understanding, design, application and review of them.