Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OB | 3 | 1 |
Despite not being any official prerequisites to enrol this course, it is strongly recommendable that students had already passed the annual subject of first course:
- Personality development
This course is for students that had been passed all the basic training.
This course is about specific didactics in mathematics, and is done simultaneously with other specific didactics courses. The main themes of the course are the knowledge of the mathematics curriculum in early childhood education, the main specific mathematical contents: logics and numbers, with special emphasis on the zero to three year old period.
The 4th year subject "Mathematical Practice in the Early Childhood Education Classrooms" has to be understood as the natural continuation of this course. Once all compulsory subjects of didactics in mathematics are passed, one has the possibility to enrol, in the very last semester of the degree, the subject entitled "Mathematical Games and Activities in Early Childhood Education".
Objectives of the course:
1.- To be familiar with the main topics of the curriculum in early age education in the period from zero to six years old, with special emphasis in mathematics.
2.- To be familiar with the mathematical contents of the curriculum in the periods from zero to three and from three to six years old: logics and numbers.
3.- To be familiar with the ways to engage mathematical activities from zero to six year old.
4.- To design situations of mathematical learning in the period from zero to three year old.
This subject have 4 main content blocks:
1.- Curriculum and mathematical contents in early age education
1.1. Official regulations (DECRET 101/2010, de 3 d’agost; DECRET 282/2006, de 4 de juliol; DECRET 181/2008, de 9 de setembre; ORDRE EDU/484/2009, de 2 de novembre).
1.2. Curriculum and the role of mathematics in it.
1.3. Psychological theoretical framework of teaching and learning mathematics. Constructivist approach.
2.- The development of mathematical Logic reasoning in early ages
2.1. How is mathematical logic reasoning developed in early ages, 0-3 i 3-6.
2.2. Materials for the development of logic thinking in early ages 0-3: Specific and unspecific materials.
2.3. Situations - transition from the first to the second year: treasure basket and heuristic game.
2.4. Situations - from the second to the third year: experimentation tray, daily life situations, eating time, etc.
3.- The development of mathematical thinking from 3-6 year old and its continuity
3.1. Organization of the mathematical contents in four fundamental parts.
3.2. Logics: attributes and collectables. Relationships and change. Pattern searching.
4.- Numbers and operations
4.1. Numbers and operations. Quantifiers. Construction of the number. To read and write numbers down. Actions on the quantity: to add, to subtract, to group, to split, to repeat, etc.
4.2. The decimal numeric system. Mental calculus.
Activity |
Time needed |
Methodology Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19. |
Classroom activity Whole group |
10 |
Lectures of the basic themes of the subject. It is done with the whole group, who is encouraged to actively participate. Each session will usually finish with a brief explanation of the tasks to be performed both individually and in the seminar. |
Seminars Reduced groups |
20 |
Workspaces in reduced groups (50% of the whole group) with the supervision of the lecturers where the students have to deepen in the concepts and themes they have dealt with. |
Monitoring seminars Reduced groups |
20 |
Workspaces in smaller groups where students present their work with the supervision of the lecturers. |
Personal work |
50 |
Students have to look for references on their own to deepen the contents of the subject. Always with the guidance of the professor. Moreover, they have to finish all the activities proposed in the seminars and to consolidate all they have learned. |
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom activity, whole group and seminars | 30 | 1.2 | 7, 4, 3, 5, 2, 6, 11, 9, 14, 8, 12, 13 |
Type: Supervised | |||
Individual or small group work | 20 | 0.8 | |
Type: Autonomous | |||
Personal work | 50 | 2 | 2, 9, 14, 8 |
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.
The evaluation of the progress of each student will be done along the whole semester by the activities in the next table.
It is mandatory to attend to all the classes to be evaluated. But at most 20% of the total can be missed due to justified incidents. In any other case, the final mark will be 'not presented'. This will also be the case if any of the mandatory activities are not delivered on time. One can only be graded if at least a mark of 5 has been obtained in each of the activities listed below.
In case the students have not obtained the minimal mark to pass (5 points) there is the option to do a single indivilual exam to reavaluate at the end of the course (11-01-2022 to students of group 62 and 13-01-2022 to students of group 61) if they fulfill ALL the following conditions: they have attended to all the sessions (at most 20% of the total can be missed due to justified incidents), they delivered all the activities on time and the activities that didn't have the mark to pass (5 points) have obtained 3,5 points at least.
Assesment Activitities |
% mark |
Time | What and when? |
Individual written-tests |
50% (40% + 10%) |
2 classroom activity + personal work |
A written -test with questions related to competency achivement of the subject (40%). A written test about some articles related to the contents of the subject (10%) At the end of all teaching units. 21-12-2021 (group 62) / 16-12-2021 (group 61) |
Group work |
20% (10% + 10%) |
4 classroom activity + personal work |
Task 1: The main topic will be the period from zero to three years old (10%). Task 2: The main topic will be the period from three to six years old (10%). Each group will deliver an essay and will do a presentation in the monitoring seminars. The first task will be presented about the middle of period of the subject and the second one about the end.
|
Work in seminars, both individually and ingroups |
30% (10% individual + 20% en grup) |
20 classroom activity + personal work |
The work in seminars will be focused in the main parts of the mathematical contents of the subject. Each group will deliver a unique document that contains all the work done in the seminars (20%) with an individual final essay (10%). Continous assessment during the development of the seminars and sumative evaluation at the end of all teaching units. |
All the activities delivered to thelecturers that can be marked will be returned to the students within one month,
It is mandatory to have good oral andwritten communicative competencies in order to pass the subject. Moreover, one has to be fluent in all the common languages that are stated in the study guide.
Also, the attitude of students hasto be compatible with that of a teacher in order to pass the subject. For instance, one expects them to show active listening, to be respectful, participative, to cooperate, to show empathy, to be nice, punctual, etc.
Copy and plagiarism in the delivered activities and exams constitute a criminal attitude that can lead to failing the subject.
Further information on evaluation procedures can be found inthe document: “Criteris i pautes generals d’avaluació de la Facultat de Ciències de l’Educació” aprovat per la COA a 28 de maig de 2015 (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html, in catalan).
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Final Exams (individual) | 50% | 0 | 0 | 1, 2, 9, 12, 13, 10 |
Group works | 20% | 0 | 0 | 1, 7, 4, 3, 5, 2, 6, 11, 14, 8, 10 |
Work in seminars (10% individually and 20% groups) | 30% | 0 | 0 | 1, 7, 3, 5, 2, 14, 10 |
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Berdoneau, C. (2007). Matemáticas activas (2-6 años). Barcelona: Graó.
Brunton, P., & Thornton, L. (2006). The little book of treasure boxes. London: Featherstone Education.
Canals, M. A. (2009). Primers nombres i primeres operacions. Associació de Mestres Rosa Sensat. Els dossiers de la Maria Antònia Canals, 101. Barcelona: Rosa Sensat.
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Departament d’Ensenyament (2015). Orientacions per a l’avaluació d’Educació Infantil Primer Cicle. Disponible a: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/curriculum/orientacions_avaluacio_infantil_1cicle.pdf
Departament d’Ensenyament (2016). Currículum i orientacions d’Educació Infantil Segon Cicle. Disponible a: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/curriculum/curriculum-infantil-2n-cicle.pdf
Edo, M. (1991). El càlcul mental a Parvulari, Guix Elements d'acció educativa, 169, 11-16.
Edo, M. (2012). Ahí empieza todo. Las matemáticas de cero a tres años. Números. Revista de Didáctica de las Matemáticas, 80, 71-84.
Equip de l’Escola Bressol Nenes i Nens (2001). La lógica matemàtica en el periodo 0-6 años. Educación Infantil. Orientaciones y Recursos (0-6 años). (pp. 1-58). Barcelona: Praxis.
Equip de l'Escola Bressol Nenes i Nens (2002). La lògica matemàtica a l'escola bressol. Temes d’infància, 26. Barcelona: Rosa Sensat.
Gutiérrez, E. H. (2013). El aprendizaje del número natural en un contexto ordinal enla Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 2(1), 41-56.
Kamii, C. (1982). Introducción. Dins: El número en la educación preescolar (pp. 9-27). Madrid: Visor.
Vila, B., & Cardó, C. (2005). Material sensorial (0-3 años). Manipulación y experimentación. Barcelona: Graó, 2005.
Zúñiga, M. (2014). El aprendizaje de la descomposición aditiva en la Educación Infantil: Una propuesta para niños y niñas de 5 a 6 años. Edma 0-6: Educación Matemática en la Infancia, 3(2), 84-113.
No specific software is used.