Objectives and competences
Student:
• illustrates different models of learning through play,
• compares different games that achieve mathematical goals,
• designs and performs mathematical movement songs,
• organizes implementation of the project Mathematical workshop for children and parents, evaluates it and creates a report.
Content (Syllabus outline)
• Defining mathematical games. Positive and negative aspects of using games in mathematics education.
• Classification of mathematical games. Role playing, construction games, rule obeying games. Traditional board games and card games. Examples of games with mathematical goals.
• Games based on arithmetic and algebra concepts. Games based on geometric and measurement concepts. Games based on other concepts.
• Mathematics outdoors. Mathematical walk. Mathematics movement song.
• Parental involvement in children’s mathematical development. Math nights for children and parents.
Learning and teaching methods
• Interactive lectures,
• lab work,
• project work,
• individual work;
• consultations
Intended learning outcomes - knowledge and understanding
Student:
• plans and performs mathematical activities based on play,
• argues specifics of motivational techniques regarding developing early mathematical concepts,
• produces and uses games with mathematical goals,
• designs, implements and presents the project of parental involvement in the child's mathematical development.
Intended learning outcomes - transferable/key skills and other attributes
oral communication skills, written communication skills, graphical communication skills
IT skills: browsing internet ,information retrieval, using computer tools,
Management skills: forward planning, time management, self evaluation
Numeracy: basic calculations
Problem solving: learning through problem solving,
teamwork: teamwork at courses.
Readings
• Clements, D. (2003). Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. NY:Lawrence Erlbaum.
• The Early Math Collaborative. (2014). Big ideas of early mathematics: What teachers of young children need to know. Boston, MA: Pearson.
• LIPOVEC, Alenka, ANTOLIN DREŠAR, Darja. Nekatere aktivnosti za zgodnji razvoj števil v predšolskem obdobju. Vzgojiteljica : revija za dobro prakso v vrtcih. nov.- dec. 2012, letn. 14, št. 6, str. 22-23, ilustr. ISSN 1580-6065. [COBISS.SI-ID 19808264]
• ANTOLIN DREŠAR, Darja. Afektivni vidiki učenja matematike in vpliv staršev. Educa : strokovna revija za področje varstva, vzgoje in izobraževanja predšolskih otrok in otrok na razredni stopnji osnovne šole. okt./nov./dec. 2021, letn. 30, št. 4/5/6, str. 32-36. ISSN 0353-9369. [COBISS.SI-ID 94160387]
Additional information on implementation and assessment • written examination (40%),
• projektno delo (60%)
All parts of examination must be assessed ? 56 %.
