Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasia Dimitriou
Course ID80003395

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 131
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
After successful completion of the course, the students are expected to: 1) Have understood the nature and operation of Mathematics in conjunction with its teaching in younger ages. 2) Have assumed the special characteristics and the procedures of teaching approaches of Mathematics. 3) Recognise the particularities of the thematics and concepts of Mathematics. 4) Develop mathematical activities and relevant material. 5) Familiarize themselves with a variety of mathematical activities, games and specific educational material for young children.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Design and manage projects
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course include development of awareness towards areas of Mathematics and development of knowledge and experience in regards with their teaching, namely frames the special characteristics and the procedures of their teaching approaches. Specifically, the particularities of thematics are analysed, the escalation of the concepts difficulty are examined and the development of mathematical activities and material are studied. The course offers specialised knowledge about processing mathematical activities, games and specific educational material for young ages, but also, the necessary knowledge and initial skills for teaching mathematical concepts in preschool and early school age.
Mathematics, mathematical concepts, teaching mathematics, activities, material, teaching approaches, preschool and early school age.
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • 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
Lectures are supported by digital presentations (powerpoint files). Communication with the students is implemented through email and through the digital platform (elearning), where supportive educational material and students' assignments are also uploaded.
Course Organization
Reading Assigment702.8
Written assigments391.6
Student Assessment
Course assessment involves three assignments implemented in three stages in the course of the semester and with written exams (intermediate and final). A significant part of the assignments is implemented in the course of the weekly classroom meetings which requires students' active contribution.
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Summative)
Course Bibliography (Eudoxus)
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 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.
Last Update