Objectives and competences
Student:
• organizes mathematical learning environment in preschool and early school mathematics education,
• explains the development of early mathematical concepts,
• constructs numeracy in relevant mathematical contents,
• argues the specifics of acquiring early mathematical concepts,
• applies the principles of early learning and teaching of mathematics,
• develops a sovereign and critical viewpoint towards curriculum and different methodological steps in preschool mathematics education and first grade of compulsory education.
Content (Syllabus outline)
Mathematical literacy. Principles of learning and teaching in kindergarten. Planning mathematical activities in kindergarten through daily routines. Learning through playing.
Mathematical environment. Manipulatives in mathematics education.
Mathematical concepts. Types of mathematical knowledge. Mathematical abilities of preschool children. Dyscalculia.
Classification, ordering, patterns, subitising. Counting. Number. Computation. Measurement. Geometry. Combinatorics. Probability.
Learning and teaching methods
• lectures,
• lab work,
• e-learning,
• homeworks,
• supervised lesson and practical work in kindergarden.
Intended learning outcomes - knowledge and understanding
Student:
• explains relevant mathematics concepts,
• plans and performs mathematical activities in preschool education,
• argues the use of manipulatives in early mathematics education,
• uses information technology when organizing and performing mathematical activities,
• designs mathematical activities, adjusts them according to children’s age abilities and performs self-evaluation.
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
• Lipovec, A., & Antolin Drešar, D. (2019). Matematika v predšolskem obdobju. Maribor: Univerzitetna založba Univerze.
• Van de Walle, J.A., Lovin, L. H. (2006). Teaching Student-Centred Mathematics Grades K-3. NY: Pearson.
• Hodnik Čadež,T. (2004). Cicibanova matematika. Priročnik za vzgojitelja,Ljubljana:DZS.
• Kurikulum za vrtce. (1999). Ljubljana, Slovenija: Ministrstvo za izobraževanje in šport.
Additional information on implementation and assessment • written examination (60%),
• portfolio (20%)
• supervised lesson (20%)
Requirements before written examination:
· Supervised lesson
For positive examination student must gain min. 50% of written examination points.
