Study programme competencies |
Code
|
Study programme competences / results
|
A33 |
Coñecer os fundamentos científicos, matemáticos e tecnolóxicos do currículo desta etapa así como as teorías sobre a adquisición e desenvolvemento das aprendizaxes correspondentes. |
A34 |
Coñecer estratexias didácticas para desenvolver representacións numéricas e nocións espaciais, xeométricas e de desenvolvemento lóxico. |
A35 |
Comprender as matemáticas como coñecemento sociocultural. |
A36 |
Coñecer a metodoloxía científica e promover o pensamento científico e a experimentación. |
A39 |
Elaborar propostas didácticas en relación coa interacción ciencia, técnica, sociedade e desenvolvemento sustentable. |
A40 |
Promover o interese e o respecto polo medio natural, social e cultural a través de proxectos didácticos adecuados. |
A41 |
Fomentar experiencias de iniciación ás tecnoloxías da información e a comunicación. |
B1 |
Aprender a aprender. |
B2 |
Resolver problemas e tomar decisións de forma efectiva. |
B3 |
Aplicar un pensamento crítico, autocrítico, lóxico e creativo. |
B4 |
Traballar de forma autónoma con iniciativa e espírito emprendedor. |
B5 |
Traballar de forma colaborativa. |
B9 |
Autonomía na aprendizaxe. |
B10 |
Capacidade de análise e síntese. |
B11 |
Capacidade de busca e manexo de información. |
B25 |
Utilización das TIC no ámbito de estudo e do contexto profesional. |
C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Identify the main characteristics that define play.
|
A33 A35 A36
|
B1 B3 B4 B5 B9 B10 B11
|
C3 C4 C6 C8
|
To critically review the classical theories of play and its relationship with learning.
|
A33 A35 A36
|
B1 B3 B4 B5 B9 B10 B11 B25
|
C1 C3 C4 C6 C7 C8
|
Analyze and evaluate the transmissions that occur in games.
|
A35
|
B1 B3 B4 B5 B9 B10 B11
|
C1 C4 C8
|
To classify games from different categorizations
|
A35
|
B1 B3 B4 B5 B9 B10 B11 B25
|
C6
|
To analyze traditional games and their educational potential
|
A35
|
B1 B3 B4 B5 B9 B10 B11
|
C3 C4 C6 C7
|
To design game proposals adapted to the cognitive and emotional development stages of students.
|
A33 A34 A35 A36 A39 A40 A41
|
B1 B2 B3 B4 B5 B9 B10 B11 B25
|
C3
|
To develop didactic proposals of games from a curricular perspective, giving special importance to the objectives related to mathematics.
|
A33 A34 A35 A36 A39 A40 A41
|
B1 B2 B3 B4 B5 B9 B10 B11 B25
|
C1 C3 C6 C8
|
To plan proposals that integrate multiple intelligences and articulate emotional intelligence in the learning of mathematics.
|
A33 A34 A35 A36 A39 A40 A41
|
B1 B2 B3 B4 B5 B9 B10 B11 B25
|
C1 C3 C4 C6 C7 C8
|
To apply a STEAM approach to game proposals.
|
A33 A34 A35 A36 A39 A40 A41
|
B1 B2 B3 B4 B5 B9 B10 B11 B25
|
C1 C3 C4 C6
|
To promote the use of ICT resources
|
A33 A34 A35 A36 A41
|
B1 B2 B3 B4 B5 B9 B10 B11 B25
|
|
To use collaborative work as a strategy for learning and optimizing results.
|
A33 A34 A35 A36
|
B1 B2 B3 B4 B5 B9 B10 B11
|
C4 C6 C7
|
To enhance the capacity for assessment and constructive criticism through collaborative and peer evaluations.
|
A33 A34 A35 A36 A39 A40 A41
|
B1 B2 B3 B4 B5 B9 B10 B11
|
C4 C7 C8
|
Contents |
Topic |
Sub-topic |
Concept of play |
Play as a universal cultural value
Characteristics of play
Classical theories about play
Relationship between play and learning
Relationship between play and child development
Different classifications of play
Transmission in games
Play and the development of multiple intelligences |
Didactic application of the game to mathematics
|
Game design
Design of didactic proposals
Elaboration of resources for the realization of games
Transversal and STEAM proposals
Design of dynamics that integrate mathematics and multiple intelligences. |
Resources
|
Elaboration of digital portfolios
Multimedia communication
Review of the Early Childhood Education curriculum
Criteria for the selection of reliable sources
ICT and TAC resources and proposals
|
Evaluation strategies
|
Collaborative rubric design
Peer assessment
Portfolio assessment |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
A41 B1 B25 C6 C7 C8 |
1 |
0 |
1 |
Document analysis |
A33 A34 A35 A36 A41 B1 B3 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 |
2 |
8 |
10 |
Collaborative learning |
A33 A34 A35 A36 A39 A40 A41 B1 B2 B3 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 C7 C8 |
5 |
35 |
40 |
Workbook |
A33 A34 A35 A36 B1 B3 B4 B5 B9 B11 B25 C1 C3 C4 C6 C8 |
2 |
8 |
10 |
Student portfolio |
A33 A34 A35 A36 A39 A40 A41 B1 B2 B3 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 C7 C8 |
4 |
16 |
20 |
Mixed objective/subjective test |
A39 B1 B2 B3 B4 B9 B10 C1 C6 C7 C8 |
2 |
2 |
4 |
Oral presentation |
A41 B1 B2 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 C7 C8 |
2 |
0 |
2 |
Guest lecture / keynote speech |
A33 A34 A35 A36 B11 |
13 |
7.5 |
20.5 |
|
Personalized attention |
|
5 |
0 |
5 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Introductory activities |
Introductory and motivational activities, based on collaborative games and supported by digital resources. |
Document analysis |
Guided review of different sources and resources for collaborative analysis and review of game theories. |
Collaborative learning |
Collaborative realization of tutored work: research, guided reading, game design, didactic proposal, elaboration of resources to support games, elaboration of mathematical/emotional dynamics and elaboration of multimedia presentations of the results. |
Workbook |
Guided and collaborative reading of the text Emotional Intelligence, by Daniel Goleman. |
Student portfolio |
Development in teams of a digital portfolio in which the learning processes and results will be organized, as well as the different evaluations (heteroevaluation and peer evaluation) and reflections on the subject. |
Mixed objective/subjective test |
Theoretical-practical written test in which special importance will be given to the application and reflection on the contents of the subject. |
Oral presentation |
Team presentations of the different tutored works, with the support of multimedia resources. For the presentation of the resources created, a video documenting the process will be made. |
Guest lecture / keynote speech |
Presentation of the different topics in which the necessary information will be presented as well as the orientation for the understanding of the topics covered and the subsequent development of the planned activities. |
Personalized attention |
Methodologies
|
Student portfolio |
Mixed objective/subjective test |
Collaborative learning |
Workbook |
Guest lecture / keynote speech |
Introductory activities |
Document analysis |
Oral presentation |
|
Description |
Personalized attention will consist of accompanying each student in his or her learning process, through interaction in the classroom, e-mail and individual or small group meetings during tutoring hours. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Student portfolio |
A33 A34 A35 A36 A39 A40 A41 B1 B2 B3 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 C7 C8 |
Digital document prepared in teams, reflecting the processes, results, resources used, reflections and evaluations of the different activities. |
15 |
Mixed objective/subjective test |
A39 B1 B2 B3 B4 B9 B10 C1 C6 C7 C8 |
Written test on the contents of the subject, in which special importance will be given to the application and reflection. This test may be voluntary, if the results in the rest of the sections are very satisfactory. In this case, the percentage of the grade will be divided between the portfolio (5%) and the collaborative work (10%). |
15 |
Collaborative learning |
A33 A34 A35 A36 A39 A40 A41 B1 B2 B3 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 C7 C8 |
Team work on the following supervised activities: research, guided reading, game design, didactic proposal, elaboration of resources to support games, and elaboration of mathematical/emotional dynamics. |
30 |
Workbook |
A33 A34 A35 A36 B1 B3 B4 B5 B9 B11 B25 C1 C3 C4 C6 C8 |
Guided and collaborative reading of the text Emotional Intelligence by Daniel Goleman. |
10 |
Document analysis |
A33 A34 A35 A36 A41 B1 B3 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 |
Guided search, selection and organization of information from different sources and resources for collaborative analysis of game theories. |
15 |
Oral presentation |
A41 B1 B2 B4 B5 B9 B10 B11 B25 C1 C3 C4 C6 C7 C8 |
Team presentations with the support of multimedia resources on the tutored work carried out. For the presentation of the created resource a video will be elaborated. |
15 |
|
Assessment comments |
Students who do not reach 80% in class attendance or 50% in the objective test will be evaluated in a final written test. In the second opportunity, students will be evaluated only by the grade of the final exam. Students will have the right to be evaluated in any of the vehicular languages in which the subject is taught.
|
Sources of information |
Basic
|
Goleman, D. (1996). Inteligencia emocional. KAIROS |
.- HUIZINGA, J. : Homo Ludens. Alianza Ed. Madrid. 1972
.- CHATEAU, J. : Psicología de los juegos infantiles. Kapelusz.Buenos Aires. 1973.
.- ELKONIN,D.B.: Psicología del juego. Pablo del Rio. Madrid. 1980
.- BANDET e SARAZANAS: El niño y sus juguetes. Narcea.Madrid.72 .- - ( ... específica en cada tema. )
.- UNICEF : Juegos de todo el mundo. Edilán. 1978
.- BELL e CORNELIUS: Juegos con tablero y fichas. Labor. 1990
.- PERELMAN, Ya.I.: Problemas y experimentos recreativos. Mir, 1983.
.- RODRIGUEZ VIDAL, R.: Diversiones Matemáticas. Reverte, 1985. AGOSTINI, F.:
.- Juegos de lógica y matemáticas. Pirámide, 1990.
.- BELL, R y CORNELIUS, M.: Juegos con tablero y fiches. Labor, 1990.
.- BOLT, B.: Actividades Matemáticas. Labor, 1988
.- BOLT, B,: Divertimentos matemáticos. Labor, 1988.
.- BOLT, B.: Aún más actividades Matemáticas. Labor, 1989.
.- CARLAVILLA, J.L. y FERNANDEZ; M.: Construcción y Aplicaciones Didácticas de los cuadrados Mágicos I. Proyecto Sur 2000.
.- CARLAVILLA, J.L. Si hay una X ¡¡¡hay matemáticas!!! Proyecto Sur, 2005.
.- DEULOFEO, J.: Una recreación matemática: historias, juegos y problemas. Planeta, 2001.
.- DORAN, JODY L. y HERNÁNDEZ, E.: Las Matemáticas en la vida cotidiana. Addison-Wesley, 1999.
.- FERRERO, L.: El juego y la matemática. la Muralla, 1991.
http://www.freeworldgroup.com/games4/gameindex/3dlogicgame.html
http://curiosidadesyjuegos.blogspot.com/
http://acertijosymascosas.com
http://www.freeworldgroup.com/games6/gameindex/lilly-hop.htm
http://acertijosymascosas.com/juegos/bloxorz/
http://www.gamegecko.com/puzzlequest.php
http://bezumie.com/ram/index.php
http://www.biometricgames.com/re/
http://www.minijuegos.com/juegos/jugar.php?id=444
http://juegosdeescape.es/?page_id=178
http://acertijosymascosas.com/juegos/puzzle-de-ingreso-en-el-ejercito/
http://www.troyis.com/troyis.php
http://www.freeworldgroup.com/games6/gameindex/math-mountain.htm |
Complementary
|
Goleman, D. (1996). Inteligencia emocional. KAIROS |
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
Other comments |
It is recommended to send the work telematically and, if not possible, not to use plastic, to choose double-sided printing, to use recycled paper and to avoid printing drafts. The sustainable use of resources and the prevention of negative impacts on the natural environment should be taken into account. The importance of ethical principles related to sustainability values should be taken into account in personal and professional behavior. |
|