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Objectives and competences

The course aims are to train students in the application of the principles of mathematics didactics, which they need for successful mathematics teaching in elementary school. Students: – demonstrate sovereign and critical attitude towards school mathematics, – apply a logical sequence of problem-solving strategies in classrooms, – plan to develop mathematical knowledge in classes, – use technology in school mathematics, – recognize the learning difficulties as a result of multilingualism, multiculturalism, deprivation, et al., – evaluate himself as a teacher of mathematics.

Content (Syllabus outline)

– Mathematical literacy, goals of school mathematics. – Understanding of fundamental mathematical concepts and procedures, types and taxonomy of mathematical knowledge, representation of mathematical concepts, manipulatives. – Developmentally oriented, student centred teaching, motivation, questions in mathematics classrooms, problem based teaching. – Didactic elements of mathematics education (forms and methods of instruction, didactic principles, lesson planning model, educational references and resources …), and didactical planning (long- and short-range). – School legislation and pedagogical documentation in elementary school. – Mathematics curriculum in elementary school, textbooks and other taching rsorces, ICT. – Equality principle, differentiation in elementary school, addaptations for struggling and promissing students. – Assessment in elementary school. – Selected topics of elementary school mathematics from 6th to 9th grade.

Learning and teaching methods

– lectures, – Socratic method, – problem-solving, – cooperative learning, – project work. Teaching and learning are done through the didactic use of ICT

Intended learning outcomes - knowledge and understanding

On completion of this course, the student will be able to: – evaluate appropriate activities for the development of mathematical literacy, – apply the basic concepts in didactics of mathematics (representations, types of knowledge, taxonomy) in real situations, – explain the structure of the math curriculum, – critically evaluate learning resources in math, – identify activities for developing problem-solving knowledge, – use software tools in mathematics education, – create a teaching sequence for mathematical concepts taught at the elementary level, – plan integration of cognitive conflicts into methodological processes – classify approaches according to the themes and content sections in the mathematics curriculum, – emphasise the basic ideas of the content sections, – design knowledge assessments for math, – develop and implement team instructions in mathematics classrooms. – self-evaluate the effectiveness of mathematics teaching.

Intended learning outcomes - transferable/key skills and other attributes

Transferable/Key Skills and other attributes: - Communication skills: oral and written mathematical communication that complies with general language norms. - Use of information technology: the use of software tools and applications in mathematics. - Problem-solving: ability to solve educational problems in school mathematics. - Numeracy: solving school mathematical problems. Teamwork: designing and carrying out collaborative lessons.

Readings

Van de Walle, J. A., Karp, K. S.,Bay-Williams, J. M. (2015). Elementary and middle school mathematics. Teaching Developmentally. Boston [etc.] : Pearson. Učni načrt za osnovno šolo, učbeniki, priročniki in druga učna gradiva za osnovno šolo. Aktualni viri.

Prerequisits

There are no prerequisities.

  • red. prof. dr. ALENKA LIPOVEC

  • Written examination: 50
  • Portfolio: 40
  • Performance/supervised lesson: 10

  • : 45
  • : 30
  • : 105

  • Slovenian
  • Slovenian

  • SUBJECT TEACHER - 3rd