Depending on the participation of the students in the subject, there are two options for the evaluation:

Option A

Students who attend and participate in 80% of the interactive sessions: The final grade will be the result of the results obtained in the following sections: (1) Laboratory practices: 20%; (2) Mixed test: 40%; (3) Supervised work (25%) + Oral presentation (15%): 40% between all parties.

In part (3), the indicated methodologies are considered together, with the percentages of the overall qualification indicated in parentheses, which add up to 40% in total for this part. A written report will be presented and a presentation will be made in the classroom, combining the use of ICT resources with oral presentation.

Each section will be qualified on a scale from 0 to 10. The evaluated laboratory practices that are not attended will be qualified with 0 in the calculation of the average of this section. To pass the subject it is necessary to achieve a minimum of 5 out of 10 in each of the three previous sections. In which case, the final total grade will be the weighted average of these three sections according to the percentages indicated above.

In case of not passing any of the sections, the final qualification will be that of suspense, with the grade corresponding to the weighted average of the sections not passed. On the 2nd call, only those sections failed in the 1st will be recovered, and the final grade will be calculated in a similar way. That is, with the weighted average following the same percentages in the case of having passed the 3 sections, the numerical grade being the weighted average of those not passed if there is more than one, otherwise.

Option B.

Students who do not attend or do not participate in 80% of the interactive sessions: In this case the evaluation will not be as in the previous case, but the mixed test will constitute 100% of the final grade. However, these students can choose, if they prefer, to join a work group, made up indifferently of #attendee or non-attendant students, and carry out the supervised work (or the ApS if they wish and it is possible). In this case, the supervised work qualification (or ApS) would constitute 20% of the final grade and the final mixed test 80%, as long as both parties have a grade of no less than 5 out of 10. Otherwise, the final grade will be the corresponding failed part.

On the 2nd call, only those sections failed in the 1st will be recovered, and the final grade will be calculated in a similar way. That is, with the weighted average following the same percentages in the case of having passed the 3 sections, and with the note corresponding to the weighted average of the sections not passed otherwise.

In general for all students: Each student must place a photo that identifies them in their Moodle user profile. Misspellings in the papers and materials submitted will reduce the final score.

Students with an academic exemption from attendance exemption officially granted by the UDC will be evaluated through option B.

In the evaluation works that the contents are delivered, they must be appropriately referenced throughout the work and in the references section using certain norms. The literal text must be declared using those rules. The paraphrasing must include the original sources of the ideas that are reworked. The presence of scientific sources in the work is a sign of credibility that is an essential requirement to demonstrate academic excellence. It is recommended to consult: https://www.udc.es/gl/biblioteca/servicios/apoyo_investigacion/servicios_apoyo/index.html

Plagiarism must be avoided. The modification of article 11, section 4 b), of the Disciplinary Regulation of the student body of the UDC, approved by the Governing Council, will be applied, according to which the citations and references to any text must be declared, and the literal use of the text or ideas from other authors paraphrased without declaring the source, implies:

"Failure rating in the call in which the offense is committed and respect for the matter in which it was committed: the student will be graded with "fail" (numerical grade 0) in the corresponding call of the academic year, whether the commission of the fault occurs in the first call as in the second. For this, its qualification will be modified in the act of first call, if necessary."

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 developing didactic procedures that help to understand the meaning of basic mathematical operations, the measurement of magnitudes and spatial notions, for their application to real life through problem solving; knowing the interactive aspects involved and facilitating motivation and with an appropriate treatment of diversity	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, issues specific to mathematics); argue (mathematical justifications, heuristics, create and express mathematical arguments); communicate (oral mathematical expression, symbolic and graphic writing, understand expressions, convey mathematical ideas); modeling (structuring the field, interpreting models, working with models); propose and solve problems; represent and symbolize (encode, decode and interpret 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 by encouraging students to build mathematical knowledge by their own means, respecting their strategies and channeling their conclusions, using specific materials and appropriate resources 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 interest and respect for the natural, social and cultural environment, as well as gender equality	A40	B21	C2

Topic	Sub-topic
Lesson 1. MATHEMATICAL LEARNING IN CHILDREN'S EDUCATION What is learning Mathematics in Early Childhood Education? Specificity of logical-mathematical knowledge Knowledge of Early Childhood Education teachers The Mathematics curriculum in Early Childhood Education.	What is learning Mathematics in Early Childhood Education? Specificity of logical-mathematical knowledge Knowledge of Early Childhood Education teachers The Mathematics curriculum in Early Childhood Education.
Lesson 2. THE CONSTRUCTION OF LOGICAL-MATHEMATICAL KNOWLEDGE	Characteristics of logical-mathematical knowledge. Acquisition of logical-mathematical structures in Early Childhood Education. Logic games Classification situations Sorting and sequencing situations
Lesson 3. THE CONSTRUCTION OF THE FIRST NUMERICAL KNOWLEDGE	Acquisition of the concept of number Teaching-learning situations for the number. Introduction to the decimal numbering system and calculation Introduction to solving mathematical problems
Lesson 4. INITIATION TO THE MEASURE: Notion of magnitude and measure. Measurement and estimation of magnitudes in Early Childhood Education. Phases in the teaching-learning process of magnitudes and their measurement	Notion of magnitude and measure. Measurement and estimation of magnitudes in Early Childhood Education. Phases in the teaching-learning process of magnitudes and their measurement
Lesson 5. SPATIAL NOTIONS IN CHILDREN'S EDUCATION.	Perception and representation of space. Topological notions in Early Childhood Education. Recognition of flat and three-dimensional figures. Introduction to classification according to logical-mathematical criteria

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Workbook	A33 B3 B11 C6	6	12	18
Laboratory practice	A35 B2 B5 B10 C7	21	14	35
Oral presentation	A41 B5 B21 C1 C2 C3 C4	3	3	6
Guest lecture / keynote speech	A34	21	10	31
Introductory activities	A33	2	0	2
Supervised projects	A36 A39 B1 B4 B5 B9 B25 C8	2	20	22
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
Workbook	Written materials with a detailed exposition of the subject contents.
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.
Supervised projects	A work will be proposed, to be carried out in groups, related to some content of the subject. A written report will be presented and a presentation will be made in the classroom, combining the use of ICT resources with oral presentation.
Mixed objective/subjective test	In-person written test which covers all the content of the subject, both those presented in the expository and interactive sessions.

Methodologies	Competencies	Description	Qualification
Mixed objective/subjective test	A33 A40 B1	Proba escrita presencial. Valoraranse as respostas concretas e precisas, o grao de corrección segundo o pedido en cada pregunta, e a claridade na exposición. Engloba contidos das prácticas de laboratorio, das lecturas e da sesión maxistral. Serán probas individuais.	40
Laboratory practice	A35 B2 B5 B10 C7	Valorarase a solidez da argumentación, a claridade e precisión das respostas, a capacidade de comunicación, a solidez teórica das propostas e a actitude	20
Oral presentation	A41 B5 B21 C1 C2 C3 C4	Valorarase a claridade, a capacidade de síntese e selección dos contidos máis relevantes, a habilidade para presentar a información e a comunicación de resultados e conclusións. Tamén se valorará o uso axeitado das TICs	15
Supervised projects	A36 A39 B1 B4 B5 B9 B25 C8	Valorarase o grado de consecución dos obxectivos cumprindo as directrices docentes, o rigor, a argumentación, a profundidade da análise das situacións propostas, e a claridade da exposición. Realizaranse en grupo e expoñerase na aula nas últimas semanas do curso.	25

Assessment comments
Depending on the participation of the students in the subject, there are two options for the evaluation: Option A Students who attend and participate in 80% of the interactive sessions: The final grade will be the result of the results obtained in the following sections: (1) Laboratory practices: 20%; (2) Mixed test: 40%; (3) Supervised work (25%) + Oral presentation (15%): 40% between all parties. In part (3), the indicated methodologies are considered together, with the percentages of the overall qualification indicated in parentheses, which add up to 40% in total for this part. A written report will be presented and a presentation will be made in the classroom, combining the use of ICT resources with oral presentation. Each section will be qualified on a scale from 0 to 10. The evaluated laboratory practices that are not attended will be qualified with 0 in the calculation of the average of this section. To pass the subject it is necessary to achieve a minimum of 5 out of 10 in each of the three previous sections. In which case, the final total grade will be the weighted average of these three sections according to the percentages indicated above. In case of not passing any of the sections, the final qualification will be that of suspense, with the grade corresponding to the weighted average of the sections not passed. On the 2nd call, only those sections failed in the 1st will be recovered, and the final grade will be calculated in a similar way. That is, with the weighted average following the same percentages in the case of having passed the 3 sections, the numerical grade being the weighted average of those not passed if there is more than one, otherwise. Option B. Students who do not attend or do not participate in 80% of the interactive sessions: In this case the evaluation will not be as in the previous case, but the mixed test will constitute 100% of the final grade. However, these students can choose, if they prefer, to join a work group, made up indifferently of #attendee or non-attendant students, and carry out the supervised work (or the ApS if they wish and it is possible). In this case, the supervised work qualification (or ApS) would constitute 20% of the final grade and the final mixed test 80%, as long as both parties have a grade of no less than 5 out of 10. Otherwise, the final grade will be the corresponding failed part. On the 2nd call, only those sections failed in the 1st will be recovered, and the final grade will be calculated in a similar way. That is, with the weighted average following the same percentages in the case of having passed the 3 sections, and with the note corresponding to the weighted average of the sections not passed otherwise. In general for all students: Each student must place a photo that identifies them in their Moodle user profile. Misspellings in the papers and materials submitted will reduce the final score. Students with an academic exemption from attendance exemption officially granted by the UDC will be evaluated through option B. In the evaluation works that the contents are delivered, they must be appropriately referenced throughout the work and in the references section using certain norms. The literal text must be declared using those rules. The paraphrasing must include the original sources of the ideas that are reworked. The presence of scientific sources in the work is a sign of credibility that is an essential requirement to demonstrate academic excellence. It is recommended to consult: https://www.udc.es/gl/biblioteca/servicios/apoyo_investigacion/servicios_apoyo/index.html Plagiarism must be avoided. The modification of article 11, section 4 b), of the Disciplinary Regulation of the student body of the UDC, approved by the Governing Council, will be applied, according to which the citations and references to any text must be declared, and the literal use of the text or ideas from other authors paraphrased without declaring the source, implies: "Failure rating in the call in which the offense is committed and respect for the matter in which it was committed: the student will be graded with "fail" (numerical grade 0) in the corresponding call of the academic year, whether the commission of the fault occurs in the first call as in the second. For this, its qualification will be modified in the act of first call, if necessary."

Basic
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Complementary
	Os estudantes teñen á súa disposición multitude de recursos que completan estas referencias na plataforma Moodle.