MATHEMATICS ACTIVITIES FOR KINDERGARDEN
| Title | ΔΡΑΣΤΗΡΙΟΤΗΤΕΣ ΜΑΘΗΜΑΤΙΚΩΝ ΣΤΟ ΝΗΠΙΑΓΩΓΕΙΟ / MATHEMATICS ACTIVITIES FOR KINDERGARDEN |
| Code | Ε38 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter |
| Coordinator | Konstantinos Christou |
| Common | No |
| Status | Active |
| Course ID | 600024327 |
Programme of Study: PPS Tmīmatos Epistīmṓn Proscholikīs Agōgīs kai Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 7 | 4 | 5 |
| Academic Year | 2024 – 2025 |
| Class Period | Winter |
| Faculty Instructors | |
| Class ID | 600251880
|
Type Of Offer
- Disciplinary Course
Course Type 2021
Specialization / Direction
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600251880
- eLearning: https://elearning.auth.gr/course/view.php?id=18574
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
Learning Outcomes
At the end of the course, students are expected to:
Be able to outline the fundamental characteristics of a mathematical activity and provide constructive criticism of existing activities proposed by instructional materials and detailed programs, using predefined criteria.
Design a mathematical activity targeting preschool and early school-age children and present it in the form of a comprehensive lesson plan.
Define appropriate teaching objectives that meet criteria for targeting, are achievable, and can be evaluated.
Describe the basic characteristics of learning a specific concept or skill in mathematics as defined by the curriculum for preschool.
Design a teaching action guided by the learning objectives set.
Provide detailed descriptions of all necessary materials, instructions, questions, etc., required to carry out the activity.
Estimate the time required to complete the activity in an actual classroom setting.
Propose specific assessment actions to measure the achievement of objectives.
Suggest reflection actions at the end of each activity.
Critically reflect on their own choices by proposing changes that would make the activities they suggest even more functional.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
Course Content (Syllabus)
In this particular course, students are called upon to apply theoretical knowledge regarding the teaching and learning of mathematical concepts acquired in previous courses. This application of theoretical knowledge serves to activate and recontextualize their understanding within a specific framework, such as designing an activity aimed at teaching a particular mathematical concept or skill.
The course provides a theoretical introduction to the basic principles governing the design of a comprehensive lesson plan, as well as how to define learning objectives for teaching mathematics following the fundamental principles of targeting. There is extensive discussion of assessment methods for teaching practices and ways in which the designed elvironments can be evaluated, emphasizing the importance of educators evaluating their own activities. Finally, there is a brief overview of the objectives outlined in the detailed curriculum for mathematics in preschool and how this can serve as a tool for preschool educators.
Keywords
activity, mathematics education, mathematics teaching and learning, design, learning environment, reflection, assessment
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Interactive excersises
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
Description
Lectures are supported by digital presentations (powerpoint files). Communication with the students is implemented through email and through the digital platform (e-learning), where supportive educational material and students' assignments are also uploaded.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ✓ | ✓ | ✓ | |
| Reading Assigment | 50 | ✓ | ✓ | ||
| Written assigments | 33 | ✓ | ✓ | ||
| Exams | 3 | ✓ | |||
| Total | 125 |
Student Assessment
Description
Course assessment involves two assignments implemented in two stages in the course of the semester (with presentation) as well as with written exams (intermediate and final).
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Summative)
- Performance / Staging (Formative)
- Written Exam with Problem Solving (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Αυγητίδου Σ., Τζεκάκη, Μ. Τσάφος, Β. (επιμ.) (2016) Οι Υποψήφιοι Εκπαιδευτικοί Παρατηρούν, Παρεμβαίνουν και Αναστοχάζονται, Αθήνα: Gutenberg
Καφούση, Χ., & Σκουμπουρδή, Χ. (2006). Τα Μαθηματικά των παιδιών 4-6 ετών, Αριθμοί και χώρος. Αθήνα: Πατάκης
Clements, D., Η., & Sarama, J. (2023). Τροχιές μάθησης και διδασκαλίας για τα μαθηματικά στην προσχολική και πρώτη σχολική ηλικία (Ξ. Βαμβακούση & Κ. Π. Χρήστου, Eds.). Αθήνα: Gutenberg.
Additional bibliography for study
English, L. D., & Mulligan, J. T. (Eds.). (2013). Reconceptualizing early mathematics learning. Springer Science & Business Media.
Κολέζα, Ε. Κ.Ν. Μακρής, Κ.Β. Σούρλας (1996) Θέματα διδακτικής των μαθηματικών: διδακτικοί στόχοι, ταξινομίες, δραστηριότητες, Αθήνα: Gutenberg.
Καφούση, Σ, & Σκουμπουρδή, Χ (2008) Τα μαθηματικά των παιδιών 4-6 ετών, Αθήνα: Πατάκης
Kinnear, V., Lai, M. Y., & Muir, T. (Eds.). (2018). Forging connections in early mathematics teaching and learning. New York: Springer.
Montague-Smith, A., Cotton, T., Hansen, A., & Price, A. (2017). Mathematics in early years education. Routledge.
Λεμονίδης, Χ. (1999). Περίπατος στη Μάθηση της Στοιχειώδους Αριθμητικής. Αθήνα: Εκδοτικός Οίκος Αδελφών Κυριακίδη.
Τζεκάκη, Μ (1996) Μαθηματικές δραστηριότητες για την προσχολική ηλικία, Αθήνα: Gutenberg.
Schiller, P, B, Peterson, L (1999) Δραστηριότητες για την ανάπτυξη μαθηματικών εννοιών στο νηπιαγωγείo, Αθήνα : Πατάκης
Van deWalle, J. A. (2005) Μαθηματικά για το δημοτικό και το γυμνάσιο - Μια εξελικτική διδασκαλία, Τριανταφυλλίδης, A.T (επιμ.), Αθήνα: Τυπωθήτω.
van den Heuvel-Panhuizen, M. (1998). Children Learn Mathematics. The Netherlands, Freudenthall Institute, Utrecht University & National Institute for Curriculum Development.
Last Update
22-05-2024
