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Activity Guide and Evaluation Rubric - Unit 1 - Task 1 - Understanding The Nature of Mathematics

The document outlines an individual activity for a course on Didactics of Mathematics, which includes watching videos, answering questions, and creating a timeline. The activity is evaluated based on a rubric with a total of 25 points, focusing on the quality of written responses and the timeline's organization. Guidelines for submission and academic integrity are also provided, emphasizing the importance of original work and adherence to APA style.

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Kelly Johana Torrado Garnica
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6 views5 pages

Activity Guide and Evaluation Rubric - Unit 1 - Task 1 - Understanding The Nature of Mathematics

The document outlines an individual activity for a course on Didactics of Mathematics, which includes watching videos, answering questions, and creating a timeline. The activity is evaluated based on a rubric with a total of 25 points, focusing on the quality of written responses and the timeline's organization. Guidelines for submission and academic integrity are also provided, emphasizing the importance of original work and adherence to APA style.

Uploaded by

Kelly Johana Torrado Garnica
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación


Course: Didactics of Mathematics
Code: 551032

Activity Guide and Evaluation Rubric – Task 1 Introduction to the Didactics


of Mathematics.

1. Activity Description

Type of activity: Individual


Evaluation moment: Initial
Highest score of the activity: 25 points
The activity starts on: Thursday, The activity ends on: Wednesday,
February 8, 2024 February 21, 2024
With this activity, you are expected to achieve the following learning
outcomes:

Familiarize with some concepts of Didactics of Mathematics in learning and teaching


contexts.

The activity consists of:

1) Watch the videos. The Importance of Didactics in Mathematics and Pushing the
Need for Interdisciplinary Work:
https://www.youtube.com/watch?v=wgvvCqAY1wI
https://www.youtube.com/watch?v=QNqoLybBIjs

2) Answering the following six questions on a Word document.

a In what ways can math education be reimagined to better prepare students


for real-world applications?
b. How math should be taught?
c. How can math education be tailored to foster critical thinking, problem-
solving skills, and creativity?
d. Should math education prioritize memorization of formulas and procedures,
or focus more on conceptual understanding and reasoning?

1
f. How important do you consider interdisciplinarity is and how do you consider
BA in Maths and BA in English can work together to encourage students
learning process?

3) Read the text “Epistemology, Didactics of Mathematics and Teaching Practices”


and design a timeline about the didactics of Mathematics. You can use any digital
tool

For the development of the activity consider that:

In the Initial Information Environment, you must:

Introduce yourself in the course general forum (Social interaction). Your participation
can include: Name, location, class expectations and email and phone number which
are optional.

In the Learning Environment, you must: Explore the course syllabus and print the
agenda. Identify and watch the video related to the initial activity.
Read carefully the activity guide and the evaluation rubric.

In the Evaluation Environment, you must:


Deliver a Word document presenting the answers to the 5 questions and the link to
the recorded video.

Evidences of individual work:


The individual evidence to be submitted is:

A Word document presenting the 5 answers related to the video as well as the link of
the timeline containing the required information.

Evidences of collaborative work:


No collaborative evidence is required in this activity.

2. General Guidelines for the Development of Evidences to Submit

For Individual evidence, consider the following:

2
The final Word document must contain 3 elements. 1. A cover page 2. The answers
to the 5 questions. 3. The link of the timeline.This document must be delivered on
the evaluation environment.

Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.
In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found in the virtual
campus.

Under the Academic Code of Conduct, the actions that infringe the academic order,
among others, are the following: paragraph e) Plagiarism is to present as your own
work all or part of a written report, task or document of invention carried out by
another person. It also implies the use of citations or lack of references, or it
includes citations where there is no match between these and the reference and
paragraph f) To reproduce, or copy for profit, educational resources or results of
research products, which have rights reserved for the University. (Acuerdo 029 - 13
de diciembre de 2013, artículo 99)

The academic penalties students will face are:


a) In case of academic fraud demonstrated in the academic work or evaluation, the
score obtained will be zero (0.0) without any disciplinary measures being derived.
b) In case of proven plagiarism in academic work of any nature, the score obtained
will be zero (0.0), without any disciplinary measures being derived.

3. Evaluation Rubric Template

Type of activity: Individual


Evaluation moment: Initial
The highest score in this activity is 25 points
First evaluation High level: The student develops grammatically the Word
criterion: document contains the six content centered answers with
minimal grammar or spelling mistakes.
The student If your work is at this level, you can get between 6 points
develops a and 10 points.

3
grammatically
accurate Word Average level: The student submits the task, and the Word
document document contains six or less content centered answers with
containing the some grammar or spelling mistakes.
answers. If your work is at this level, you can get between 4 points
and 5 points
This criterion
represents 10 Low level: The student submits the Word document, but it
points of the total
contains 4 or less content- entered answers with serious
of 25 points of grammar or spelling mistakes.
the activity. If your work is at this level, you can get between 0
points and 3 points
Second evaluation High level: The student includes all of the major events related
criterion: to the topic. is easy to read and understand. The labels are clear
and concise, and the events are spaced out evenly.

If your work is at this level, you can get between 6 points


The timeline is well- and 10 points
organized and easy
to follow. Average level: The student includes one or two major events,
and almost all the events are reported, and facts are often
inaccurate.

This criterion If your work is at this level, you can get between 5 points
represents 10 and 3 points
points of the total
of 25 points of Low level: The student does not design the timeline.
the activity. If your work is at this level, you can get between 2
points and 0 points
Third evaluation
High level: The final document contains the cover page, the
criterion:
content centered answers and the link to the timeline.
If your work is at this level, you can get between 5 points
The final document
and4 points
demonstrates a
clear understanding
Average level: The final document contains two out of three
for the task.
parts of the final work.
If your work is at this level, you can get between 3 points
This criterion
and 2 points
represents 5
points of the total

4
of 25 points of Low level: The final document contains one out of three part
the activity. of the final work.
If your work is at this level, you can get between 1
points and 0 points

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