Course Syllabus Didactics of Mathematics

Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Syllabus of the Course Didactics of Mathematics, Code 551032
1. Course Information
The course is part of the academic unit: Escuela de Ciencias de la Educación ECEDU
Academic degree level: Profesional Training field: Disciplinar
Number of credits: 3 Course type: Theoretical
The course does not have a re-Take Course designed by: Henry Lenin
exam
Course updated by: Henry Carvajal / Juana Valentina Rozo
Date of design: Wednesday, August 7,

Date of update: Wednesday, June 2, 2021
2019
Course Description:
The academic course Didactics of Mathematics corresponds to the elective

professional training component of the Bachelor's Degree in Foreign Language with
emphasis on English and it is offered as a non-mandatory course for undergraduate
students majoring in English or education school.
It provides the opportunity to experience a series of pedagogical and didactic

strategies to boost language teaching. In addition, it gives students an overview of
the problems that have been settled in the minds of mathematics teachers and so
far have been the subject of discussion in relation to the teaching-learning
processes; this in order to generate educational awareness that include math
knowledge and critical processes involved in teaching and learning.
The course belongs to the Problem Core 2: Pedagogical and didactic strategies using
ICT to foster foreign language teaching and responds to the problematic question:
How to strengthen pedagogical and didactic fundaments through the use of ICT in
the process of learning and teaching foreign languages in order to help to prepare
innovative and effective teachers who can perform in different contexts?
1
Finally, it follows the Task Based Approach which permits the completion of a series
of tasks which are embedded in the three different units that contain the course. The
first unit presents ideas about theories, researches and practices related to Didactics
of Mathematics. The second unit deals with mathematics in Latin America and the
measures that are taken to overcome the problem of a pseudo education in math.
The final unit 3 tackles math in young children and the way it can be encouraged.
2. Course Learning Purpose:
The course learning purpose is:
To build up a critical and pro-active attitude in students belonging to the School of

Education toward the learning and teaching process of Mathematic through a careful
examination of some models and research theories regarding math.
3. Learning Outcomes:
At the end of the course the student will be able to:
Learning Outcome 1: Familiarize with some concepts of Didactics of Mathematics in learning

and teaching contexts.
Learning Outcome 2: Connect research practice and theory in the development and study of
Mathematics education.
Learning Outcome 3: Compare different practices of Didactics of mathematics in Latin
American and Caribbean countries.
Learning Outcome 4: Design lesson plans concerning math teaching according to particular
and individual context.
Learning Outcome 5: Summarize the main concepts in regards to learning and teaching
regarding the didactics of Mathematics.
4. Learning Strategy:
The Learning Strategy for the course is: Task based Language Teaching (TBLT) or Task
Based Instruction (TBI).
This Learning Strategy is based on: It focuses on the use of authentic language and on
asking students to do meaningful tasks using the target language. Assessment is primarily
2
based on task outcome (in other words the appropriate completion of real-world tasks)
rather than on accuracy of prescribed language forms.
The Learning Strategy is organized in 5 Tasks
• Task 1: Introduction to the Didactics of Mathematics.

• Task 2: Comparing didactics of Mathematics and Mathematics Education.
• Task 3: Describing the practices of Didactics of Mathematics in Latin America.
• Task 4: Planning lessons for teaching Math.
• Task 5: Summarizing the main concepts of Didactics of Mathematics.
5. Course Contents and Bibliographic References
Unit 1: Research, Practice and Theory in Didactics of Mathematics

In this unit, the following contents will be addressed:
• Conceptualization regarding the relevance of Didactics of Mathematics.
• Theories, research and practices dealing with Didactics of Mathematics and
Mathematics Education.
To address the contents, the following bibliographic references are required:
Bartolini, M, & Bazzini, L. (2003). Research, Practice and Theory in Didactics of

Mathematics: towards Dialogue between Different Fields. Educational Studies in
Mathematics Vol. 54, No. 2/3, Connecting Research, Practise and Theory in the
Development and Study of Mathematics Education. pp. 203-223.
http://didmat.dima.unige.it/progetti/COFIN/biblio/art_bazz/BART_03.pdf
Bagni, G. (1998). Visualization and Didactics of Mathematics in High School: an

experimental research. Scientia Paedagogica Experimentalis XXXV, 1, 161-180.
http://www.syllogismos.it/giorgiobagni/..%5Ceducation%5CVisualization.pdf
D’Amore, B. (2008). Epistemology, didactics of mathematics and teaching practices.

Mediterranean Journal for Research in Mathematics Education Vol. 7, 1, pp 1-22.
http://www.dm.unibo.it/rsddm/it/articoli/damore/636%20%20Epistemology.pdf
3
Armenta, G (2021). Didáctics of Mathematics Unad task 1 unit 1 [Video File].
https://www.youtube.com/watch?v=Wh1SkT2W9sQ
Unit 2: Mathematics Education in Latin America.

• Practice and problems facing the Didactics of Mathematics in Latin American and the
Caribbean countries.
Adams, D., & Hamm, M. (2014). Teaching Math, Science, and Technology in Schools Today:
Guidelines for Engaging Both Eager and Reluctant Learners (Vol. Second edition).
Lanham: Rowman & Littlefield
Publishers.http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=nlebk&AN=709555&lang=es&site=eds-live&scope=site
Bosch C; Álvarez, L; Correa, R: Druck, S; & McEaching, R. (2010). Mathematics education in

Latin America and the Caribbean: a reality to be transformed. Science for a Better
Life: Developing Regional Scientific Programs in Priority Areas for Latin America and
the Caribbean. Volume 4. Mexico City, ISBN 978-0-930357-80-1.
http://docplayer.net/20952213-Mathematics-education-in-latin-america-and-the-
caribbean-a-reality-to-be-transformed.html
VIO – Virtual Information Object The following VIO will help students to understand the
history of didactic of mathematics.
Lenis Escobar, H. (2019). History of Didactics of Mathematics. Colombia.
https://repository.unad.edu.co/handle/10596/27510
Unit 3: Teaching Math to Young Children

• Lesson planning for teaching Math to young children.
• Different possibilities when designing lesson plans.
Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013).
Teaching math to young children: A practice guide (NCEE 2014-4005). Washington,
DC: National Center for Education Evaluation and Regional Assistance (NCEE),
Institute of Education Sciences, U.S. Department of Education.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/early_math_pg_111313.pdf
4
Judy Willis. (2010). Learning to Love Math: Teaching Strategies That Change Student
Attitudes and Get Results.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.asp
x?direct=true&db=nlebk&AN=332063&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_C1
Lenis Escobar, H. (2019). History of Didactics of Mathematics. Colombia.

VIO – Virtual Information Object The following VIO will help students to identify
some main ideas about Lesson Planning.
Rozo, J. (2020). Lesson Planning [Video File].

6. Organization of Weekly Academic Activities and Course Evaluation Plan
Initial Moment:
Task 1 Introduction to the Didactics of Mathematics.
To be developed from week 1 to week 2

This responds to Learning Outcome: 1
The activities are: To record a video re stating the relevance of Didactics of Mathematics in
learning and teaching contexts.
Initial moment evaluation
The evaluation criteria for this activity are:

-The audio of the video is clear and the student is visualized.
-Ideas are expressed in clear sentences and corresponds to the question given.
-The pronunciation is understandable.
-Answer all the questions proposed orally (without reading).
The learning evidences for this activity is document with the link to the recorded video.
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
5
Intermediate Moment
Task 2 Comparing didactics of Mathematics and Mathematics Education.

The activities are: To create a comparison chart representing the connection between
didactics of Mathematics and Mathematics Education.
Evaluation of Task 2
-Participation in the collaborative forum posting student’s ideas about the readings
suggested for this task.
-Meaningful and content centered feedback on peers’ participation.
-There is a well-structured comparative chart delivered in the evaluation environment.
The learning evidences for this activity are: Collaborative document with comparative chart
and forum participation.
The highest score for this activity is 115 points.
Task 3 Describing the practices of Didactics of Mathematics in Latin America.

The activities are: To design an online magazine stating the practices of Didactics of
Mathematics in Latin American and Caribbean countries.
-Active and topic centered participation in the forum according to the stablished dates.
-On time posting of the selected country.
-Well-structured final document.
The learning evidences for this activity are one single document delivered with the link to
the online magazine and individual participation in the forum.
6
Task 4 Planning Lessons for teaching Math.
The activities are: To propose a lesson plan concerning math teaching according to a
particular and individual context.
-On time selection and posting of the teaching strategy on the forum.
-Well-structured lesson plan.
-Active and content centered participation in the forum.
The learning evidences for this activity are: One final document that contains the summary
of the selected Teaching Recommendation, and a lesson plan design using a specific
teaching recommendation found in the suggested reading.
The highest score for this evaluation moment is 350 points, corresponding to 70% of the
course evaluation.
Final Moment
Task 5 Summarizing the main concepts of Didactics of Mathematics.

The activities are: summarizing the main concepts dealing with learning and teaching
regarding the didactics of Mathematics.
The evaluation criteria for this activity are
-Content centered paper highlighting the most important elements of the Didactics of
Mathematics.
-A well-structured five paragraph essay that summarizes different elements regarding
Didactics of Mathematics.
7
The learning evidence for this activity is the individual document delivered in the evaluation
environment.
The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.
7. Teacher’s Support
To develop the course activities, you will have the support of a teacher or tutor. The options
for this academic support are:
• Virtual Campus E-mail

• Collaborative Forums
• Online Conference Sessions or Web Conferences
• Skype Sessions

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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Didactics of Mathematics, Code 551032

Academic degree level: Profesional Training field: Disciplinar

Number of credits: 3 Course type: Theoretical

Course updated by: Henry Carvajal / Juana Valentina Rozo

Date of design: Wednesday, August 7,

The academic course Didactics of Mathematics corresponds to the elective

It provides the opportunity to experience a series of pedagogical and didactic

2. Course Learning Purpose:

The course learning purpose is:

To build up a critical and pro-active attitude in students belonging to the School of

At the end of the course the student will be able to:

Learning Outcome 1: Familiarize with some concepts of Didactics of Mathematics in learning

The Learning Strategy is organized in 5 Tasks

• Task 1: Introduction to the Didactics of Mathematics.

5. Course Contents and Bibliographic References

Unit 1: Research, Practice and Theory in Didactics of Mathematics

To address the contents, the following bibliographic references are required:

Bartolini, M, & Bazzini, L. (2003). Research, Practice and Theory in Didactics of

Bagni, G. (1998). Visualization and Didactics of Mathematics in High School: an

D’Amore, B. (2008). Epistemology, didactics of mathematics and teaching practices.

Unit 2: Mathematics Education in Latin America.

To address the contents, the following bibliographic references are required:

Bosch C; Álvarez, L; Correa, R: Druck, S; & McEaching, R. (2010). Mathematics education in

Unit 3: Teaching Math to Young Children

To address the contents, the following bibliographic references are required:

Lenis Escobar, H. (2019). History of Didactics of Mathematics. Colombia.

Rozo, J. (2020). Lesson Planning [Video File].

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Task 1 Introduction to the Didactics of Mathematics.

To be developed from week 1 to week 2

Initial moment evaluation

The evaluation criteria for this activity are:

Task 2 Comparing didactics of Mathematics and Mathematics Education.

The highest score for this activity is 115 points.

Task 3 Describing the practices of Didactics of Mathematics in Latin America.

To be developed from week 6 to week 10

The highest score for this activity is 115 points.

The highest score for this activity is 120 points.

Task 5 Summarizing the main concepts of Didactics of Mathematics.

• Virtual Campus E-mail

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