Depending
to the student's participation in the subject, there are two assessment options:

Option
A:

The continue
assessment. For students who follow the ECTS system, those who regularly
attends/participates in the class activities. In this case, the evaluation
system will be the one described above. Attendance will be mandatory (at least
85% of the hours in person). To pass the subject, the student must pass (5 out
of 10) all sections. In case of any failed section, the qualification of the
subject will be fail (the highest note among all fails). In the 2nd call (June-July),
the sections failed in the 1st call will be retaken with the same weightings
and requirements.

Option
B.

Students with an academic assistance exemption
or who do not attend 85% of the face-to-face hours will be assessed through a
final theoretical-practical written test (50) and a Research Project about
mathematics in Early Childhood Education (25%) and its corresponding oral
presentation (12.5%) using ICTs (12.5%). The final grade will be the average of
the qualifications obtained, requesting in each of them a grade of at least of 5
out of 10.

Score
equal to or greater than 5 out of 10 to be able to approve the subject. In case
of any fail, the qualification of the subject will be fail (the highest grade
among all fails). In the 2^nd call, the sections failed in the 1^st
call will be retaken with the same weightings and requirements.

In the submitted
works to be assessed, the contents must
be appropriately referenced throughout the work and in the reference section
using certain rules. The literal text must be declared by these rules. In the
paraphrase must include the original sources of the ideas that are reworked.
The presence of scientific sources at work is a sign of credibility, which is
an essential requirement to demonstrate academic excellence.

It is
recommended to consult:

http://www.udc.es/biblioteca/servizos/apoio_investigacion/servizos_apoio/publicar/citar.html

Plagiarism
must be avoided.

Citations
and references to any text must be declared. The literal use of the text or
ideas of other authors paraphrased without declaring the source implies the
suspension of the work in application of article 14.4 of the 19th of December
2013 and amended on 29 January 2015,
"In the carrying out of works, plagiarism and the use of
non-original material, including that obtained through Internet, without
express indication of its origin and, where appropriate, the permission of its
author, may be considered a cause of qualification of fail in the
activity".

Learning outcomes	Study programme competences
To know methodological strategies to develop spatial, geometric and developmental notions of logical thought by facilitating educational intervention procedures allowing the student to be the active protagonist in the construction of that logical and mathematical knowledge.	A33 A34	B1 B3 B4 B9 B10 B11 B21	C1 C3 C4 C6 C7 C8
To follow the "principle of globalization" when programming educational activities and tasks from 0 to 6 years, presenting activities that favor students the development of skills, skills and skills to improve their mathematical performance.	A34 A39	B1 B2 B10 B21 B25	C1 C2
To know the curricular aspects related to mathematics and put into practice in a Early childhood education classroom of didactic sequences preparing practical procedures to develop observation, intuition, reasoning and creativity in mathematical learning, promoting, by method and methodology, a proposal of activities that help to initiate the development of mathematical competence and other basic competences.	A34 A39	B2 B10	C1 C2
To follow "principle of globalization" when programming educational activities and tasks from 0 to 6 years, presenting activities that favor students in the development of skills and to improve their mathematical performance.	A33	B1 B2 B3 B4 B5 B9 B10 B11 B21 B25	C2
To be able to manage a mathematics classroom by elaborating didactic procedures that help to understand the meaning of basic mathematical operations; its proper application to real life through problem solving; the algorithms used in our culture and other algorithms conducive to calculus, knowing the interactive aspects that intervene, facilitating motivation and allowing an adequate treatment of the diversity of the students.	A33 A35	B1 B3 B4 B5 B9 B10 B11 B21	C1 C2 C3 C4 C6 C7 C8
To adapt didactic proposals that help students get started in the mathematical development of thinking and reasoning (types of statements, questions typical of mathematics); argument (mathematical proofs, heuristics, creation and expression of mathematical arguments) communicate (oral and written mathematical expression, understanding expressions, transmitting mathematical ideas) modeling (structuring the field, interpreting the models, working with models). To pose and solve problems; to represent and symbolize (coding, decoding and interpreting representations), using research strategies and familiarizing them with new perspectives and approaches to the development of mathematical knowledge.	A34 A35 A41	B1 B2 B3 B4 B5 B21 B25	C1 C3 C4 C6 C7 C8
To attend diversity in the mathematics classroom, introducing, the "Challenge" in the teaching of mathematics and, to "Research" in their learning, allowing the student to reach mathematical knowledge by his own means, respecting his strategies and channeling his conclusions, using specific materials and resources appropriate for the discovery and construction of logical and mathematical concepts.	A35 A36 A39	B1 B2 B3 B4 B5 B9 B10 B11 B21 B25	C1 C2 C3 C4 C6 C7 C8
To promote the interest and respect for the natural, social and cultural environment through appropriate didactic projects.	A40	B21	C2

Topic	Sub-topic
Lesson 1. FOUNDATIONS OF MATHEMATICS EDUCATION IN EARLY CHILDHOOD EDUCATION.	Methodological Principles for Mathematical Learning What Mathematics is Characteristic of mathematics Mathematics Education The learning of mathematics Role of Mathematics in school Piaget and mathematics The teaching of mathematics today Affectivity in the learning of mathematics Mathematics Training of the Teacher of Early Childhood Education Materials and resources Activity plan
Lesson 2. THE MATHEMATICAL LANGUAGE.	The development of Logical and mathematical Thinking in Early Childhood Education The mathematical language Notational symbolization The Development of logical-mathematical thinking Logic games Logic materials
Lesson 3. THE CONSTRUCTION OF THE FIRST NUMERICAL KNOWLEDGE	The numbering systems Didactic process for the acquisition of the concept of number. Logical foundations, mathematics and psychopedagogical bases Arithmetic Operations and Algorithms
LESSON 4. SPACE AND GEOMETRY IN CHILDREN'S EDUCATION The Children and the Mathematics of Space The Evolution of Space Thought Spatial relationships	The Children and the Mathematics of Space The Evolution of Space Thought Spatial relationships

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Research (Research project)	A36 B1 B4 B5 B25 C8	6	20	26
Workbook	A33 B3 B11 C6	1	17	18
ICT practicals	A39 A41 B9 C3	2	6	8
Laboratory practice	A35 B2 B10 C7	18	18	36
Oral presentation	B21 C1 C2 C4	3	3	6
Guest lecture / keynote speech	A34	8	10	18
Introductory activities	A33	2	0	2
Mixed objective/subjective test	A33 A40 B1	2	33	35

Personalized attention		1	0	1

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Research (Research project)	Extensive group work on a topic of interest and topicality. The subject will be defined in the manner of questioning and aimed at answering and discovering mathematical knowledge. It will be exposed in an oral presentation.
Workbook	Written materials with a detailed exposition of the subject contents.
ICT practicals	Presentation and work with different ICT tools, mainly Internet-based. Students must be familiar with these materials. Some of the work will be based on ICT.
Laboratory practice	Lab practice in the classroom, in small groups. It will deal with specific aspects of the topics, following scripts and with the help of materials.
Oral presentation	Exposition of the research project.
Guest lecture / keynote speech	Professor's exposition of each of the topic program consists in, indicating the aspects that the students must expand with their personal work and with the appropriate bibliographic guidelines.
Introductory activities	Presentation and contextualization of the topics. Justification and motivation activities. Detection of the student's knowledge about the subject, through different procedures: debate, storm of ideas, etc.
Mixed objective/subjective test	Written Test (Examination). There will be a the final exam, and there may be other tests throughout the course.

Methodologies	Competencies	Description	Qualification
Mixed objective/subjective test	A33 A40 B1	Contará a argumentación realizada en cada unha das probas realizadas.	40
Laboratory practice	A35 B2 B10 C7	Contará a participación, interés, esforzo, actitude...	20
Oral presentation	B21 C1 C2 C4	Valorarase a claridade, habilidade para presentar a información e a comunicación de resultados e conclusións.	10
Research (Research project)	A36 B1 B4 B5 B25 C8	Terase en conta a dificultade do tema elexido, a metodoloxía seguida no seu desenvolvemento, a exposición dos resultados e a argumentación das conclusións, entre outras cousas.	20
ICT practicals	A39 A41 B9 C3	Valorarase o material empregado, as destrezas e orixinalidade na súa realización, a pertinencia e o interés dos contidos.	10

Assessment comments
Depending to the student's participation in the subject, there are two assessment options: Option A: The continue assessment. For students who follow the ECTS system, those who regularly attends/participates in the class activities. In this case, the evaluation system will be the one described above. Attendance will be mandatory (at least 85% of the hours in person). To pass the subject, the student must pass (5 out of 10) all sections. In case of any failed section, the qualification of the subject will be fail (the highest note among all fails). In the 2nd call (June-July), the sections failed in the 1st call will be retaken with the same weightings and requirements. Option B. Students with an academic assistance exemption or who do not attend 85% of the face-to-face hours will be assessed through a final theoretical-practical written test (50) and a Research Project about mathematics in Early Childhood Education (25%) and its corresponding oral presentation (12.5%) using ICTs (12.5%). The final grade will be the average of the qualifications obtained, requesting in each of them a grade of at least of 5 out of 10. Score equal to or greater than 5 out of 10 to be able to approve the subject. In case of any fail, the qualification of the subject will be fail (the highest grade among all fails). In the 2^nd call, the sections failed in the 1^st call will be retaken with the same weightings and requirements. In the submitted works to be assessed, the contents must be appropriately referenced throughout the work and in the reference section using certain rules. The literal text must be declared by these rules. In the paraphrase must include the original sources of the ideas that are reworked. The presence of scientific sources at work is a sign of credibility, which is an essential requirement to demonstrate academic excellence. It is recommended to consult: http://www.udc.es/biblioteca/servizos/apoio_investigacion/servizos_apoio/publicar/citar.html Plagiarism must be avoided. Citations and references to any text must be declared. The literal use of the text or ideas of other authors paraphrased without declaring the source implies the suspension of the work in application of article 14.4 of the 19th of December 2013 and amended on 29 January 2015, "In the carrying out of works, plagiarism and the use of non-original material, including that obtained through Internet, without express indication of its origin and, where appropriate, the permission of its author, may be considered a cause of qualification of fail in the activity".

Basic
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Complementary
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