OBJECTIVE:

To describe the term "Engineering processes" for the educational area.

To identify the general teaching-learning schemes and those for the mathematical asience.

To identify the didactic planning stages.

To know the basics of the reflexive learning, mathematical formalization and T-3 system.

To peform simulation practices of  reflexive learning and didactic planning of a course.

 ORIENTED TO:

Mathematics teachers of every educational level.

Subject coordinators.

Related area teachers.

Psychologists and educators related to the educational practice of other teachers.

SYLLABUS: 

PART 1. DIDACTIC ENGINEERING.

1. Learning processes. Relationship with engineering processes. Challenges of the mathematical learning. Brief historical overview.

2. Learning and didactic schemes. Characteristics, advantages and limitations.

3. Didactic planning as an engineering process. Stages. Involved resources: human, material, economic, time, etc. The use of educational evaluation in the planning, teaching and learning stages.

4. Two main tools for the teaching of the mathematical science: reflexive learning and mathematical formalization. Terminology, advantages and scope.

5. General description of the T-3 system for the mathematical teaching.

6. Conclusions.

PART 2. DIDACTIC ENGINEERING.

Practices to ba carried out by the participants:

1. Didactic planning of a course.

2. Reflexive learning during the class.

DURATION: 24 HRS.

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