EARLY MATHEMATICS EDUCATION
| Title | ΜΑΘΗΜΑΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΚΑΙ ΠΡΩΤΗ ΣΧΟΛΙΚΗ ΗΛΙΚΙΑ / EARLY MATHEMATICS EDUCATION |
| Code | Υ13 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Spring |
| Coordinator | Konstantinos Christou |
| Common | No |
| Status | Active |
| Course ID | 600024286 |
Programme of Study: PPS Tmīmatos Epistīmṓn Proscholikīs Agōgīs kai Ekpaídeusīs (2024-sīmera)
Registered students: 234
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 4 | 2 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278575
|
| Section | Instructors |
|---|---|
| 1. 1ο Τμήμα (ΑΕΜ που λήγουν σε: 1, 3, 5, 7 και 9) | Konstantinos Christou |
| 2. 2ο Τμήμα (ΑΕΜ που λήγουν σε 0, 2, 4, 6 και 8) | Konstantinos Christou |
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278575
- eLearning: https://elearning.auth.gr/course/view.php?id=10443
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
Learning Outcomes
After successful completion of the course, students are expected to:
1. understand the nature and operation of Mathematics in conjunction with its teaching in younger ages, 2. familiarize themselves with the special characteristics and teaching approaches of Mathematics, 3. recognize the particular ideas and concepts of Mathematics, 4. identify mathematical concepts commonly encountered in preschool and early school years, describe their basic characteristics, and recognize common difficulties children face at these ages, 5. select the most suitable activities from a range of suggested options applicable to teaching a specific mathematical concept in the early years.
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
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course includes the development of awareness in various areas of Mathematics and knowledge related to their teaching. Specifically, it delineates the special characteristics and procedures of teaching approaches. It analyzes the particularities of mathematical ideas, examines the progression of concept difficulty, and studies the characteristics of activities deemed most suitable for teaching each concept, taking into account the age and cognitive development of children. The course provides specialized knowledge on designing mathematical activities, games, and educational materials for young learners, as well as the foundational skills needed for teaching mathematical concepts in preschool and early school years.
Keywords
Mathematics, mathematical concepts, teaching mathematics, activities, material, teaching approaches, preschool and early school age.
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Interactive excersises
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
Lectures are supplemented with digital presentations in the form of PowerPoint files. Communication with students is facilitated through email and the digital platform (e-learning), where additional educational materials and assignments are posted for student access and submission.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ✓ | ✓ | ✓ | |
| Fieldwork | 8 | ✓ | ✓ | ||
| Reading Assigment | 50 | ✓ | ✓ | ||
| Written assigments | 25 | ✓ | ✓ | ||
| Exams | 3 | ✓ | |||
| Total | 125 |
Student Assessment
Description
The course assessment consists of two assignments completed throughout the semester, along with a written examination at the semester's end. A substantial portion of the assignments is completed during weekly classroom meetings, necessitating active participation from students.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
- Oral Exams (Formative)
Bibliography
Course Bibliography (Eudoxus)
1. 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.
2. ΤΖΕΚΑΚΗ Μ. (2010). Μαθηματική εκπαίδευση για την προσχολική και πρώτη σχολική ηλικία. Θεσσαλονίκη: Εκδόσεις Ζυγός. ΤΖΕΚΑΚΗ Μ. (2007). Μικρά παιδιά, μεγάλα μαθηματικά νοήματα. ΑΘΗΝΑ: GUTENBERG.
Additional bibliography for study
Davis, P. & Hersh, R. (1981). H Μαθηματική Εμπειρία. Αθήνα: Τροχαλία
Καφούση, Χ., & Σκουμπουρδή, Χ. (2006). Τα Μαθηματικά των παιδιών 4-6 ετών, Αριθμοί και χώρος. Αθήνα: Πατάκης
Λεμονίδης, Χ. (2003). Μια νέα πρόταση διδασκαλίας των μαθηματικών στις πρώτες τάξεις του δημοτικού σχολείου. Αθήνα: Πατάκης.
Τριανταφυλλίδης, Τ., Σδρόλιας, Κ. (2007). Βασικές μαθηματικές έννοιες για τον εκπαιδευτικό της πρωτοβάθμιας εκπαίδευσης. Αθήνα: Τυπωθήτω.
Χατζηκυριάκου, Κ. (2008). Αριθμοί, σύνολα, σχήματα : μαθηματικά για τη δασκάλα και τον δάσκαλο. Θεσσαλονίκη: Εκδόσεις Σοφία
Wilder, R. L. (1986). Εξέλιξη των μαθηματικών εννοιών. Αθήνα: Κουτσομπός
Van de Walle, J (2017) Μαθηματικά από το Νηπιαγωγείο ως το Γυμνάσιο - Διδασκαλία με επίκεντρο το παιδί και την ανάπτυξή του, Αθήνα: Gutenberg. Nunes, T. & Bryant, P., (2007). Τα παιδιά κάνουν μαθηματικά. Δεσλή Δ. (Επ.), Αθήνα: Gutenberg.
Clements, D., Sarama, J., & DiBiase, A.M. (eds.) (2004). Engaging young children in mathematics: Standards for early childhood mathematics education Standards for early childhood mathematics education. Hillsdale, NJ: Lawrence Erlbaum.
Edwards, S. (1998). Managing effective teaching of Mathematics 3-8. London: Sage Publications Ltd.
Bryant, P., Nunes, T. (1997). Learning and Teaching Mathematics. London: Psychology Press.
Gutierez, A., & Boero, P (2006). Handbook of Research on the Psychology of Mathematics Education. Past, Present, Future. Rotterdam: Sense Publishers.
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.
Clements, D. H & Samara, J. (2021) Learning and Teaching Early Math: The Learning Trajectories Approach, NY: Routledge.
Last Update
25-07-2025
