Mathematical Practice in the Early Childhood Education Classrooms
Code: 101987 ECTS Credits: 4| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OB | 4 | 1 |
Contact
- Name:
- Maria Mercè Edo Baste
- Email:
- meque.edo@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Other comments on languages
AQUESTA GUIA ESTÀ PENDENT DE REVISIÓ LINGÜÍSTICATeachers
- Maria Mercè Edo Baste
External teachers
- Judith Fabrega
Prerequisites
It is recommended that the student has studied the subject:
- Mathematics at the childhood education curriculum.
Objectives and Contextualisation
"Mathematical practice in the childhood classroom" is the natural continuation of the subject "Mathematics at the childhood education curriculum" done the previous year. The new course develops practical knowledge and the application of childhood mathematical curriculum. It focuses on knowledge, analysis and design of educational situations for teaching and learning mathematics in early childhood education, with special emphasis on kindergarten and recovering what had been learned from the stage 0-3.
That is why from the subject: Mathematical practice in the childhood classroom, it is very important to stress in the ability to link and integrate the knowledge the students are acquiring in different subjects to obtain a global and interdisciplinary vision of teaching in the early ages.
Educational objectives:.
- Knowing the curricular mathematical content from 0 to 6 years: geometry, measurement and data analysis.
- Know and be able to analyze interdisciplinary teaching situations, identifying the mathematical content and the content of other areas that work.
- Design didactic teaching situations and mathematical learning for children 3 to 8 years.
Competences
- Consider classroom practical work to innovate and improve teaching.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
- Understand mathematics as sociocultural knowledge.
- Understand teaching strategies to develop numerical representations and spatial geometric and logical development notions,.
- Understand the scientific, mathematical and technological bases of the curriculum at this stage as well as theories on the acquisition and development of the corresponding learning.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse a situation and identify its points for improvement.
- Be able to analyse a learning situation, assess its relevance and make innovative alternative proposals.
- Be able to design personal teaching situations based on the curriculum and theoretical guidelines and examples shown in the subject for the teaching and learning of mathematics in infant education.
- Be able to draw on best mathematical practices to create new and personal ones.
- Be able to identify mathematical aspects in everyday life and be able to potentiate them and share them with children to facilitate their learning.
- Be able to organize both personal and group work to design and implement a joint project.
- Know about didactic situations and experiences that are created with a global and inclusive perspective of different cognitive, emotional, psychomotor and volitional dimensions.
- Propose new methods or well-founded alternative solutions.
- Understand learning and teaching theory as governed by the mathematics curriculum.
- Understand the diversity of educational situations designed around the mathematics curriculum.
- Understand the diversity of interdisciplinary teaching situations for teaching and learning of mathematics in kindergarten.
Content
Methodology
Considering that the protagonist in the process of teaching and learning is the student. The methodology of the course has been planned as shown in the table below:
|
Activitat |
Hores |
Metodologia |
|
seminars autonomus |
15 |
Workspaces in small groups, guided by the teacher. |
|
Seminars |
20 |
Workspaces in small groups (group 1/2), supervised by the teacher. The purpose is by analyzing documents, case solving or various activities get deep into the contents and thematic worked in the large group. |
|
Supervised and assessment |
15
|
Spaces reserved for presenting the results of team work. The presentations of the results will be done in front of the other students. There will be a co-assessment among students, in addition to teacher evaluation. |
|
Autonomous student work |
50
|
Preparing of the recommended readings, that complement the work that has to be done. Writing up the texts that will be discuss and consensus on the seminars. Preparing presentations, and examination. |
Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVED-19
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Presencial seminars | 20 | 0.8 | |
| Type: Supervised | |||
| Supervised | 30 | 1.2 | |
| Type: Autonomous | |||
| Autonomous student work | 50 | 2 |
Assessment
The evaluation of the course will take place throughout the academic course through the activities shown in the table below. The attendance at the classes is compulsory .
|
Evaluation activities |
% of the mark |
Apprenticeship results
|
|
Handing over and presentation of the team work. |
30% |
EI.2; EI.3; DDIC.2; DDIC.3; TF.3 |
|
Individual writing test (Units from 1 to 5. Readings. Seminars. Team work)
|
50% |
DDIC.1; DDIC.3; EI.5; EI.20 |
|
Individual tests + participation |
20% |
EI.2; EI.3; DDIC.2; DDIC.3; TF.3 |
The evaluation will be done partly in groups and partly individually.
- Evaluation in groups. For the evaluation in groups we have the following instruments:
a) The documents submitted by the groups of students fruit of their theoretical or practical work. Folder work and classroom practices.
b) The oral defenses of group work.
c) The technology supports use in their presentations (power point, video, etc.) and also delivered to teachers.
The mark obtained in this group assessment represents 50% of the final grade for the course. To obtain a pass in the final mark is essential to pass (minimum mark of 5 out of 10) of the assessment of the group work.
- Individual evaluation. In this part is individually evaluated the scientific and technical knowledge achieved by the students.
In order to pass this course, the student must show a good communicative competence (oral and written) andagood knowledge of the language or languages listed in the teaching guide. In all activities (individual and group)linguistic correctness, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity may be returned (not evaluated) or failed if the teacher considers that it does not meet these requirements.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Examination | 50% | 0 | 0 | 1, 2, 5, 10, 11, 9, 7, 8 |
| Team work | 30% | 0 | 0 | 1, 4, 6, 3, 10, 9, 7, 8 |
| Tests & participation | 20% | 0 | 0 | 1, 2, 5, 3, 10, 11, 7 |
Bibliography
Alsina, A. (2012). La estadística y la probabilidad en educación infantil: conocimientos disciplinares, didácticos y experienciales. Revista de Didácticas Específicas, 7, 4-22.
Alsina, A. (2014). Procesos matemáticos en Educación Infantil: 50 ideas clave. Números, 86, 5-28.
Alsina, Á. y Salgado, M. (2018). Prácticas de medida en Educación Infantil desde la perspectiva de la Educación Matemática Realista. Edma 0-6: Educación Matemática en la Infancia, 7(2), 24-37.
Castelnouvo, E. (1981). La Geometria. Barcelona: Ketres.
Edo, M. (2018). De la identificación al análisis de figuras geométricas. En M.C. Muñoz-Catalan, J. Carillo (eds.) Didáctica de las Matemáticas para maestros de Educación Infantil, (pp. 243-285). Madrid: Paraninfo.
Edo, M. (2005). Educación matemática versus Instrucción matemática en Infantil. En P. Pequito, A. Pinheiro (eds.), Proceedings of the First International Congress on Learning in Childhood Education, (pp.125-137). Porto, Portugal: Gailivro.
Edo, M., Blanch, S., Anton, M. (coord.) (2016). El joc a la primera infància. Barcelona: Octaedro.
Edo, M., Marin, A. (2017). La hoja en blanco en la representación matemática en infantil. En: J. Gairín e I. Vizcaíno. Manual de Educación Infantil. Orientaciones y Recursos (0-6 años) (pp.1-17). Barcelona: Wolters Kluwer.
Edo, M., Revelles, S. (2004). Situaciones matemáticas potencialmente significativas. Dins M. Antón, B. Moll, (eds.), Educacióninfantil. Orientación y Recursos (0-6 años), (pp.103-179). Barcelona: Praxis.
Edo, M., Revelles, S. (2006). Taller de geometria, recorrido geométrico, y duda que nos conduce a la medida en el ciclo inicial. En C. Tomás, M. Casas (eds.) Educación Primaria. Orientaciones y Recursos. Desarrollo Curricular, Experiencias, (pp.1-22). Barcelona: Praxis.
Febrer, M., Casas, E. (2001). Una balena pesa més que 100 persones "¡Y yo que me lo creo!". Biaix, 19, 50-56.
Masoliver, C., Edo, M. (2009). Todos nuestros zapatos tienen números. En N. Planas, A. Alsina (eds.) Educación matemática y buenas prácticas, (pp. 81-92). Barcelona: Graó.
Reggio Emilia (2005). Sabata i metre. Barcelona: Associació de Mestres Rosa Sensat.
There will be specific literature for each topic on the virtual campus.
Software
No specific software beyond is required. Students will use the usual ones (text editor, excel or similar, video editor,...).