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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]

Prerequisits

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  • izr. prof. dr. DARJA ANTOLIN DREŠAR

  • Projektna naloga: 60
  • Pisni izpit: 40

  • : 15
  • : 30
  • : 45

  • Slovenian
  • Slovenian

  • PRESCHOOL EDUCATION - 3rd