ESSENTIAL LEARNINGS - 1st YEAR | 1st CYCLE OF BASIC EDUCATION - MATHEMATICS - PORTUGAL
EB1 Boa-Fé school, Elvas, Portugal.

Develop and mobilize computational thinking, a skill that has become increasingly relevant in Mathematics curricula in different countries. Computational thinking presupposes the development, in an integrated manner, of practices such as abstraction, decomposition, pattern recognition, analysis and definition of algorithms, and the development of habits for debugging and optimizing processes. These practices are essential in mathematical activity and provide students with tools that allow them to solve problems, especially related to programming.

There are six transversal mathematical capacities considered throughout Basic Education. To problem solving skills, mathematical reasoning, mathematical communication, mathematical representations and mathematical connections (internal and external), computational thinking is now added, thus expanding the set of skills that were valued in previous curricular documents.

Due to their importance, these skills are valued as learning objectives and are contemplated as a learning theme in all years of schooling, emphasizing that this emphasis as a theme does not suggest its isolated treatment, but rather its permanent and integrated presence. in all mathematical subjects.

Math skills

In the 1st cycle, the systematic development of the six transversal mathematical skills begins, with situations that are simultaneously appropriate to the students' age and provide them with challenging opportunities to develop their mathematical reasoning, valuing in this cycle especially inductive reasoning. Problem solving should be a constant and support both the approach to mathematical knowledge and offer opportunities for its application. It is important to explain the different problem-solving strategies that are being mobilized, namely those associated with computational thinking, to be explored in a simple way and in close connection with the use of technology. Learning to use multiple representations in Mathematics is essential, valuing the verbal expression of ideas, as well as representations involving manipulative materials or diagramming, without dispensing with the progressive investment in the fluent use of symbolic language. The development of mathematical communication is encouraged, namely the ability to question, explain and argue in dialogue with colleagues. The establishment of internal and external connections between Mathematics and other areas of the curriculum is promoted, in particular the Study of the Environment. Situations involving the development of mathematical abilities offer increased opportunities for the development of general abilities and attitudes.