1. General information
Course:
DEVELOPMENT OF LOGICAL AND NUMERICAL THINKING IN EARLY CHILDHOOD EDUCATION
Code:
47317
Type:
CORE COURSE
ECTS credits:
6
Degree:
304 - UNDERGRADUATE DEGREE IN EARLY CHILDHOOD EDUCATION
Academic year:
2022-23
Center:
104 - FACULTY OF EDUCATION OF TOLEDO
Group(s):
43
Year:
2
Duration:
First semester
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer:
RAQUEL FERNANDEZ CEZAR
- Group(s):
43
Building/Office
Department
Phone number
Email
Office hours
Fac. De Educación, despacho 1.35 Edificio Sabatini
MATEMÁTICAS
926051807
raquel.fcezar@uclm.es
2. Pre-Requisites
Not established
3. Justification in the curriculum, relation to other subjects and to the profession
Not established
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| CB02 | Apply their knowledge to their job or vocation in a professional manner and show that they have the competences to construct and justify arguments and solve problems within their subject area. |
| CB03 | Be able to gather and process relevant information (usually within their subject area) to give opinions, including reflections on relevant social, scientific or ethical issues. |
| CB04 | Transmit information, ideas, problems and solutions for both specialist and non-specialist audiences. |
| CG01 | Know the objectives, curricular contents, and evaluation criteria for Early Childhood Education. |
| CG11 | Reflect upon the practices of the classroom to innovate and improve the teaching process. Acquire habits and skills for autonomous and co-operative learning and encourage them in the pupils. |
| CT02 | Mastery of Information and Communication Technology (ICT). |
| CT03 | Correct oral and written communication. |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| Construct the mathematical training necessary to allow one to have a deep knowledge of the basic mathematical contents that are included in the curriculum for Early Childhood Education. | |
| Know and exemplify the interdisciplinary and constructive character of mathematics and the utility of mathematical knowledge. | |
| Acquire the capacity to consult and analyse documents regarding the mathematical curriculum for Early Childhood Education and the investigations performed in this field. | |
| Develop a critical and investigative spirit and develop the capacity to express the results thereof with clarity, precision, and rigor. | |
| Know and acquire skills in the utilisation of the usual material means and resources in the teaching-learning process as it relates to mathematics in Early Childhood Education. | |
| Show ability in use of software adequate for mathematics in Early Childhood Education. | |
| Design, apply, and evaluate activities and materials that develop logical and numerical thinking. | |
| Comprehend, relate, analyse, and apply the necessary methodological strategies so as to develop numerical concepts and logical thinking. | |
| Additional outcomes | |
| Description | |
6. Units / Contents
-
Unit 1:
-
Unit 2:
-
Unit 3:
-
Unit 4:
-
Unit 5:
-
Unit 6:
7. Activities, Units/Modules and Methodology
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Analysis of articles and reviews [OFF-SITE] | Self-study | CB03 CB04 CG11 CT03 | 1 | 25 | Y | Y | ||
| Class Attendance (theory) [ON-SITE] | Lectures | CB02 CB03 CB04 CG01 CG11 CT02 CT03 | 1.32 | 33 | Y | Y | ||
| Writing of reports or projects [OFF-SITE] | Group Work | CB02 CB03 CB04 CG01 CG11 CT02 CT03 | 2.6 | 65 | Y | Y | ||
| Project or Topic Presentations [ON-SITE] | Case Studies | CB03 CB04 CG01 CG11 CT03 | 1 | 25 | Y | Y | ||
| Final test [ON-SITE] | Assessment tests | CB02 CB03 CB04 CG01 CG11 CT02 CT03 | 0.08 | 2 | Y | Y | ||
| Total: | 6 | 150 | ||||||
| Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
| Total credits of out of class work: 3.6 | Total hours of out of class work: 90 | |||||||
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
8. Evaluation criteria and Grading System
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Theoretical papers assessment | 10.00% | 10.00% | |
| Oral presentations assessment | 10.00% | 10.00% | |
| Final test | 70.00% | 80.00% | |
| Assessment of active participation | 10.00% | 0.00% | |
| Total: | 100.00% | 100.00% |
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).
Evaluation criteria for the final exam:
-
Continuous assessment:Evaluation criteria not defined
-
Non-continuous evaluation:Evaluation criteria not defined
Specifications for the resit/retake exam:
Evaluation criteria not defined
Specifications for the second resit / retake exam:
Evaluation criteria not defined
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Final test [PRESENCIAL][Assessment tests] | 2 |
| Unit 1 (de 6): | |
|---|---|
| Activities | Hours |
| Analysis of articles and reviews [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 12 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 5 |
| Unit 2 (de 6): | |
|---|---|
| Activities | Hours |
| Analysis of articles and reviews [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 13 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 5 |
| Unit 3 (de 6): | |
|---|---|
| Activities | Hours |
| Analysis of articles and reviews [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 12 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 5 |
| Unit 4 (de 6): | |
|---|---|
| Activities | Hours |
| Analysis of articles and reviews [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 7 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 14 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 5 |
| Unit 5 (de 6): | |
|---|---|
| Activities | Hours |
| Analysis of articles and reviews [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 14 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 5 |
| Global activity | |
|---|---|
| Activities | hours |
| Analysis of articles and reviews [AUTÓNOMA][Self-study] | 25 |
| Writing of reports or projects [AUTÓNOMA][Group Work] | 65 |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 33 |
| Final test [PRESENCIAL][Assessment tests] | 2 |
| Total horas: | 125 |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| ALSINA I PASTELLS, A | "Como desarrollar el pensamiento matemático de 0 a 6 años" | Octaedro-Eumo | 2006 | ||||||
| BAROODY A . J | "El pensamiento matemático de los niños" | VISOR | |||||||
| Blanca Arteaga y J. Macías | Didáctica de las matemáticas en educación infantil | UNIR | 978-84-16602-25-4 | 2016 | Aprender para enseñar es la premisa fundamental de este manual que, lejos de pretender erigirse en un tratado de educación lleno de dogmas metodológicos o de teorías de aprendizaje, quiere dar pautas a los maestros de Educación Infantil para que enseñen las matemáticas en una etapa en que esta materia parece desdibujarse entre el resto de áreas curriculares. El libro consta de dos partes: la primera, «Desarrollo del pensamiento matemático», se ocupa de cómo aprendemos y analiza las principales corrientes de enseñanza de las matemáticas que existen para estas edades tempranas; la segunda, «Consideraciones didácticas y metodológicas», se dedica a la acción en el aula o en el marco de cualquier situación de aprendizaje | ||||
| CHAMORRO, C. Y OTROS. | "Didáctica de las matemáticas para la educación infantil" | MADRID | PEARSON PRENTICE HALL | 2005 | |||||
| Cannals, M. Antonia | Vivir las matemáticas | Octaedro | 97884806349 | 2013 | Las matemáticas en la vida cotidiana de los niños y niñas y los juegos matemáticos en la escuela conforman el enfoque del libro, y permiten conocer, y sobre todo descubrir, a partir de las múltiples actividades posibles, los diversos conceptos matemáticos que los niños de estas edades pueden hacer suyos | https://www.octaedro.com/es/producto:Cos/1/ensenar/temas-de-infancia/vivir-las-matematicas/479 | |||
| DEAÑO, M. | "Conocimiento lógico-matemáticos en la escuela infantil: desarrollo, diseño y observación" | MADRID | CEPE | 1993 | |||||
| FERNANDEZ BRAVO, J.A. | "Didáctica de la Matemática en la educación infantil" | MADRID | EDICIONES PEDAGÓGICAS | 1995 | |||||
| Fernández Bravo, José Antonio | Desarrollo del pensamiento lógico y matemático : el concepto | Grupo Mayéutica-Educación, | 978-84-934954-4-2 | 2012 |
|
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| LAHORA, C. | "Actividades matemáticas con niños de 0 a 6 años" | MADRID | NARCEA | 1996 | |||||
| MAZA, C. | "Conceptos y numeración en educación infantil" | SINTESIS | 1991 | ||||||
| Muñoz-Catalán, María Cinta, y Yáñez, José CarrilloC. (Eds.) | Didáctica de las matemáticas para maestros de Educación Infantil | Paraninfo | 2018 | Ediciones Paraninfo |