Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

Faculty or Academic School of education

Unit
Academic Level Professional
Academic Field Elective
Course Name Didactics of mathematics
Course Code 551032
Course Type Theoretical Retake exam yes ☒ No ☐
Number of Credits 3

2. Description of the activity

Type of Number of
Individual ☒ Collaborative ☐ 4
activity: weeks
Evaluation Intermediate,
Initial ☐ ☒ Final ☐
moment: Unit 2
Total score of the activity: Environment to submit the activity:
110 Monitoring and evaluation environment.
Starting date of the activity: Deadline of the activity: October 28th
October 2th 2018 2018
Competencies to develop:

Critical thinking

It’s the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
It entails the examination of those structures or elements of thought implicit
in all reasoning: purpose, problem, or question-at-issue; assumptions;
concepts; empirical grounding; reasoning leading to conclusions; implications
and consequences; objections from alternative viewpoints; and frame of
reference.
 Information management

It is defined as "the ability to locate information, filter it and organize it in

order to select the required information, to present it in a suitable way for its
use and to evaluate both the information itself and the sources and methods
used to obtain it.
Performance that the student must demonstrate:
• Critically analyzes and evaluates information and its sources;
• selects the required information and uses it efficiently to accomplish a
specific task;
• identifies missing information or unreliable information when analyzing a
situation or problem;
• identifies the economic, legal and social impact that implies the use of
information and manages it in an ethical and responsible manner

Topics to develop:
Contents Unit 2: Teaching Math to Young Children 1

Step, phase or stage of the learning strategy to develop

 Cycle-task: students establish the framework required for the development

of their work: knowledge, strategies, and activities. Students perform the
task individually or in groups, giving everyone the chance to express
themselves and make proposals facing the development of it.

-This stage will be developed individually and collaboratively. Students

answer some questions and interact to share information.
Activities to develop:

1. Read the document “Teaching Math to Young Children”, (until page 56)
found in the Course Contents, UNIT 2, in the Knowledge Environment.

2. Based on the text, you need to post the answer to the following
questions:
 What does it mean to teach something in a developmental progress?
 What does it mean to monitor something progressively?
 What does it mean that math instruction is built on what children know
 What does it mean to see the word mathematically?
 How could the different knowledge areas include math in their
curriculums?
It is mandatory to give examples in each one of the questions in order to
better explain and understand the topics.

3. Check your partners’ posts and make comments about them in order to
support their ideas.

Develop this task in the forum Cycle-task: task 2, found in

the Collaborative Environment.
Remember to participate on time so that your mates could
check your work to give feedback and improve.
Check your mates’ individual works and give relevant
feedback in order to improve. You can provide some
Environments
recommendations in terms of contents, presentation,
for the
organization, language, etc. Take in mind that your
development
comments have to be really important. Comments like
of the activity
“excellent work”, “congratulations”… are not considered as
relevant feedback, just the comments that allow your
partners improve. It is asked to check at least once each one
of your mates’ works. At the end, if you didn’t give relevant
feedback to any of your mates, your score will be affected.

Individual:
When you finally have corrected your works according to the
feedback given in the forum, each student uploads the work
in a single document (pdf or word) to the link Cycle-task:
task 2, found in the Evaluation Environment.
Products to
Collaborative:
be submitted
The participation in the forum will be scored in terms of
by students
interaction with the mates; the more you give relevant
feedback to your mates, the most you learn and have a
good punctuation.
 3. General guidelines for the collaborative work
Steps that make up the development of collaborative work by
students:
• First step: recognition of actors as subjects.
At the beginning of the course, in the space designated for it, the
students will be recognized as participants of a collaborative
group; they will be able to present their strengths at the service
of the group and will define the communication channels (contact
data, institutional and personal email address, skype , links of
social networks.) of which they will have to interact effectively
and proactively.
• Second step: planning of academic activities.
In accordance with the elements that make up the principle of
responsible action, students can design a work plan based on the
analytical reflection of the agenda of activities, the evaluation
plan, the guides and rubrics submitted for the development of
each academic activity.
Planning of They will design a proposal for the planning of their collaborative
activities for work, for which they can take as an input the guide presented in
the table 1 that responds to the particularities and needs of the
development learning strategy that mobilizes the work that is going to be
developed.
of
Regarding the definition of roles, it is important that these can be
collaborative
determined based on the proposal made by the course directors
work and the teacher network, in order to make the collaborative
space enriched from the dialogue of knowledge and the academic
debate
• Third step: staging the principles of collaborative work.
It is important that students internalize each of the principles of
collaborative work and put them into practice from the beginning
of the academic year and thereby ensure excellence in their
learning processes and the presentation of scriptural products
that respond to the quality expected in the course.

The proposed roles are:

• Leader: He is in charge of coordinating and organizing

the team's efforts, as well as communication. Seeks to
develop a good work process.
• Producer: It is the person who critically questions the
Roles to be
work of the team, with the purpose of ensuring that all the
performed by
the student in information generated is relevant to the case and that
the efforts are not diverted.
collaborative • Tracker: He is in charge of maintaining the attention of
group the team in solving the problem. It must make the team
avoid the loss of time and the vagaries of ideas.
• Rapporteur: Is responsible for organizing the
information and documentation generated by the team and
keeping it up to date when it is needed. He is also
responsible for delivering the final version of the written
report.
• Timekeeper: The person responsible for taking note of
the activities of each of the team members.
The proposed roles are:

• Compiler
Consolidates the document that is constituted as the final
product of the debate, taking into account that the
contributions of all the participants have been included and
that only the participants who participated in the process
are included. He must inform the person in charge of the
alerts to notify those who did not participate, that they will
not be included in the product to be delivered.
• Reviser
Ensures that the writing complies with the rules for
Roles and
submission of work required by the teacher.
duties for the
• Evaluator
submission of
Ensures that the document contains the criteria present in
products by
the rubric. He must inform the person in charge of the
students
alerts so that he informs the other members of the team in
case there is an adjustment to be made on the subject.
• Deliveries
Alerts about the delivery times of the products and sends
the document in the stipulated times, using the resources
destined for the shipment, and indicates to the other
colleagues that the delivery has been made.
• Alerts
Ensures that the members of the group are notified of the
novelties at work and informs the teacher through the work
forum and the course's messaging, that the document has
been sent.
 The APA Rules is the style of organization and presentation
of information most used in the area of social sciences.
These are published under a Manual that allows you to have
access to the ways in which a scientific article should be
presented. Here you can find the most relevant aspects of
References the sixth edition of the APA Standards Manual, such as
references, citations, preparation and presentation of tables
and figures, headings and seriation, among others. You can
check how to implement them by going to
http://normasapa.com/

Plagiarism is defined by the dictionary of the Royal

Academy as the action of "copying in the substantial works
of others, giving them as their own"
Plagiarism is a serious fault: it is the equivalent, in the
academic field, to theft. A student who plagiarizes does not
take his education seriously, and does not respect the
intellectual work of others.
There is no small plagiarism. If a student uses any portion
of another person's work, and does not document the
source, he is committing an act of plagiarism. Now, it is
evident that we all have the ideas of others when
presenting ours, and that our knowledge is based on the
Plagiarism knowledge of others. But when we rely on the work of
policy others, academic honesty requires that we explicitly
announce the fact that we are using an external source,
either by means of a citation, or by means of an annotated
paraphrase. When we make a quotation or a paraphrase,
we clearly identify our source, not only to give recognition
to its author, but so that the reader can refer to the original
if he wishes.
There are academic circumstances in which, exceptionally,
it is not acceptable to quote or paraphrase the work of
others. For example, if a teacher assigns a task to his
students in which it is clearly requested that the students
respond using their ideas and words exclusively, since in
that case the student should not appeal to external sources,
even if they were properly referenced.
 4. Evaluation rubric

Evaluation rubric

Activity
Individual Activity ☐ Collaborative Activity ☒
type:
Evaluation
Initial ☐ Intermediate, Unit 2 ☒ Final ☐
moment
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The information The information does
The information shows
partially shows that the not show that the
that the student
student explored and student explored and
explored and analyzed
analyzed the reference analyzed the reference
the references for unit
Checking for unit 2. It is partially for unit 2. It is not
2. It is evident that the 30 points
references evident that student evident that student
student understood the
understood the understood the
concepts and masters
concepts and masters concepts and masters
the topics.
the topics. the topics.
(up to 30 points) (up to 15 points) (up to 1 point)
The information The information The information
presented in the presented in the presented in the
document answers fully document partially document does not
the question. The answers partially the answer the question.
question. The student The student does not 35 points
Questions student gave examples
gave examples to better give examples to better
reply to better understand
understand the topic. understand the topic.
the topic.
(up to 35 points) (up to 17 points) (up to 1 point)
The document is The document is not
The document is well
partially well presented well presented and
presented and
and organized. The organized. The
organized. The
information is clear and information is partially information is not clear
Document avoids serious linguistic clear and avoids serious and avoids serious 20 points
format
mistakes. It is uploaded linguistic mistakes. It is linguistic mistakes. It is
in the evaluation uploaded in the not uploaded in the
environment. evaluation environment. evaluation environment.

(up to 20 points) (up to 10 points) (up to 1 point)

Evaluated Performance levels of the collaborative activity
Score
items High score Average score Low score
 The student got The student got
The student did not get
interested in interested in developing
interested in developing
developing a good a good work, but he/she
a good work, so he/she
work, so he/she partially checked the
did not check the
checked the partners’ partners’ answers in
partners’ answers and
answers in order to order to give feedback
did not give feedback to
give feedback and and improve. The
Individual improve. The student
improve. The student student partially
and did not participate in
actively participated in participated in order to 25 points
Collaborative order to present an
order to present an present an excellent
participation excellent final task. The
excellent final task. final task. The student
student di not enter the
The student entered entered the forum few
forum on time to
the forum on time and times and partially
participate actively
participated actively participated actively
(frequently and in a
(frequently and in a (frequently and in a
meaningful way).
meaningful way). meaningful way).
(Up to 25 points) (Up to 12 points) (Up to 1 point)
Final score 110 Points