TEACHING MATHEMATICS: BASIC THEORIES AND PRACTICES
| Title | ΔΙΔΑΚΤΙΚΗ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ: ΒΑΣΙΚΕΣ ΘΕΩΡΙΕΣ ΚΑΙ ΠΡΑΚΤΙΚΕΣ / TEACHING MATHEMATICS: BASIC THEORIES AND PRACTICES |
| Code | ΥΠΜ19 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Despoina Desli |
| Common | No |
| Status | Active |
| Course ID | 600024086 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 6 | 3 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 6 | 3 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278187
|
Course Type 2021
General Foundation
Course Type 2016-2020
- Background
- General Knowledge
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278187
- At the Website of the School:
- eLearning:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
By the end of the course students will demonstrate that they have:
• Extended their understanding of the theoretical approaches in mathematics education and examined the forces that have shaped recent changes in mathematics education in primary school.
• Been able to search and select teaching approaches in mathematics that enhance children’s creative learning
• Developed their understanding of foundational mathematics concepts and procedures and their place in the teaching and learning of mathematics.
• Learned to design mathematical activities in primary school that place an emphasis on effective teaching strategies.
• Reflected on the pedagogy of teaching mathematics and on the teaching approaches they use most and least frequently and why.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Work in teams
- Generate new research ideas
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
This course serves as an introduction to current mathematics education thinking and practice in grades 1-6. In particular, this course focuses on research on the learning of mathematics and is designed to provide students with an understanding of how young children learn mathematics. The following issues are examined:
• What is mathematics? What does it mean ‘to know’ or ‘to do mathematics’?
• Mathematical concepts and ideas. Learning environments for teaching mathematics.
• Major learning theories that have guided mathematics education (behaviourism, constructivism, sociocultural/sociohistorical perspectives)
• Current issues related to the goals, content and programs in mathematics education.
• Teaching and learning in various content domains of the mathematics curriculum in primary school:
o Number, number sense, representations of number, number systems, number symbolism, counting.
o Operations - Additive and multiplicative situations, development of children’s additive and multiplicative reasoning, children’s formal and informal strategies.
o Fractions, decimals, proportions, percentage.
o Measurement and geometry
o Problem solving: procedures in problem solving, teaching with problem solving, problem-solving strategies
o Data analysis and probability
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | ✓ | |||
| Reading Assigment | 30 | ✓ | ✓ | ||
| Exams | 42 | ✓ | |||
| Total | 150 |
Student Assessment
Student Assessment methods
- Written Exam with Short Answer Questions (Formative)
- Written Exam with Extended Answer Questions (Formative)
Bibliography
Course Bibliography (Eudoxus)
Σύγγραμμα 1
van de Walle, Lovin, L.H., Karp, K.S., & Bay-Williams, J.M. (2017). Μαθηματικά από το νηπιαγωγείο ως το Γυμνάσιο. Αθήνα: Gutenberg. (κωδικός: 68378345)
Σύγγραμμα 2
van de Walle, J. (2007). Διδάσκοντας μαθηματικά για δημοτικό και γυμνάσιο. Θεσσαλονίκη: Επίκεντρο. (κωδικός: 14929)
Additional bibliography for study
Βοσνιάδου, Σ. (1998, επιμ.). Η ψυχολογία των μαθηματικών. Αθήνα: Gutenberg.
Δεσλή, Δ. (2021). Οι εκτιμήσεις στη μαθηματική εκπαίδευση. Αθήνα: Gutenberg.
Desli, D., & Lioliou, A. (2020). Relationship between computational estimation and problem solving. International Electronic Journal of Mathematics Education, 15(3). https://doi.org/10.29333/iejme/8435
Δεσλή, Δ., & Βασιλά, Α. (2017). Παρουσίαση και σύγκριση του ισχύοντος και του νέου προγράμματος σπουδών των μαθηματικών του δημοτικού σχολείου αναφορικά με τη διδασκαλία της στατιστικής. Παιδαγωγική Επιθεώρηση, 63, 46-56.
Desli, D., & Loukidou, H. (2014). Addition and subtraction word problems in Greek Grade A and Grade B mathematics textbooks: distribution and children’s understanding. International Journal for Mathematics Teaching and Learning (www.cimt.plymouth.ac.uk/journal/desli ) Corpus ID: 124982072
Deslis, D., & Desli, D. (2023). Does this answer make sense? Primary school students and adults judge the reasonableness of computational results in context-based and context-free mathematical tasks. International Journal of Science and Mathematics Education, 21, 71-91. https://doi.org/10.1007/s10763-022-10250-0
Ζαχάρος, Κ. (2006). Οι μαθηματικές έννοιες στην προσχολική εκπαίδευση και η διδασκαλία τους. Αθήνα: Μεταίχμιο.
Hughes, M. (1999). Τα παιδιά και η έννοια των αριθμών. Αθήνα: Gutenberg.
Kamii, C., & De Clark, G. (1995). Τα παιδιά ξαναεφευρίσκουν την αριθμητική. Προεκτάσεις και εφαρμογές της θεωρίας του Piaget. Εκδόσεις Πατάκη.
Kahney, H. (1997). Λύση προβλημάτων. Αθήνα: Ελληνικά Γράμματα.
Καφούση, Σ., & Σκουμπουρδή, Χ. (2008). Τα μαθηματικά των παιδιών 4-6 ετών. Αθήνα Εκδόσεις Πατάκη.
Κολέζα, Ε. (2017). Θεωρία και πράξη στη διδασκαλία των μαθηματικών. Αθήνα: Gutenberg.
Κολέζα, Ε. (2006). Μαθηματικά και σχολικά μαθηματικά. Αθήνα: Ελληνικά Γράμματα.
Λεμονίδης, Χ. (2013). Μαθηματικά της φύσης και της ζωής. Θεσσαλονίκη: Ζυγός.
Λεμονίδης, Χ. (2003). Μια νέα πρόταση διδασκαλίας των μαθηματικών στις πρώτες τάξεις του δημοτικού σχολείου. Αθήνα: Πατάκης.
Λεμονίδης, Χ. (1996). Περίπατος στη μάθηση της στοιχειώδους αριθμητικής. Θεσσαλονίκη: Αφοι Κυριακίδη.
Nunes, T., & Bryant, P. (2007). Τα παιδιά κάνουν μαθηματικά. Αθήνα: Gutenberg.
Polya, G. (1945). How to solve it (μετάφραση στα ελληνικά: Πώς να το λύσω). Princeton: Princeton University Press.
Smith, S.P. (2003). Representation in school mathematics: Children’s representations of problems. In J. Kilpatrick, W.G. Martin & D. Schifter (eds.), A research companion to principles and standards for school mathematics (pp. 263-274). Reston, VA: NCTM.
Τζεκάκη, Μ. (2010). Μαθηματική εκπαίδευση για την προσχολική και πρώτη σχολική ηλικία. Θεσσαλονίκη: Ζυγός.
Τζεκάκη, Μ. (2007). Μικρά παιδιά, μεγάλα μαθηματικά νοήματα: προσχολική και πρώτη σχολική ηλικία. Αθήνα: Gutenberg.
Last Update
05-09-2024
