Course Content (Syllabus)
The course aims to develop awareness for areas of mathematics and develop knowledge and experience related to their teaching; it includes mathematical elements and elements of their teaching approach. In particular, the course includes presentation and study of thematic mathematical specificities, difficulties in concept development, along with mathematical activities and materials
The course also provides specialized knowledge related to mathematical activities, games and educational material for early years, and thus it offers the necessary knowledge and initial skills f`or mathematics teaching mathematical in preschool and early school age.
Additional bibliography for study
D. H. Clements, J. Sarama, & A.M. DiBiase (eds.) (2004). Engaging young children in mathematics: Standards for early childhood mathematics education, 7-76. Hillsdale, NJ: Lawrence Erlbaum. 2004
Edwards, S. (1998). Managing effective teaching of Mathematics 3-8. London: Paul Chapman Publishing Ltd
T. Nunes & P. Bryant (eds.). Learning and Teaching Mathematics: An International perspective, 315-345. Hove: Psychology Press. 1998
A. Gutierez & P. Boero (eds.), Handbook of Research on the Psychology of Mathematics Education. Past, Present, Future, 205- 236. Rotterdam, Taipei: Sense Publishers. 2006
Saraho, O.N., & Spodec, B. (2006). Contemporary Perspectives on Mathematics in Early Cildhood Education. Charlotte:IAP.Samara, J. & Clements, D. H. (2009). Early Childhood Mathematics Education Research. Learning Trajectories for Young Children. Routledge
van den Heuvel-Panhuizen, M. (1998). Children Learn Mathematics. The Netherlands, Freudenthall Institute, Utrecht University & National Institute for Curriculun Development.