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Teaching GuideTerm Faculty of Educational Studies |
| Grao en Educación Infantil |
 Subjects |
| Education in Mathematics |
| Learning aims |
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| Identifying Data | 2022/23 | |||||||||||||
| Subject | Education in Mathematics | Code | 652G01014 | |||||||||||
| Study programme |
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| Descriptors | Cycle | Period | Year | Type | Credits | |||||||||
| Graduate | 1st four-month period |
Second | Obligatory | 6 | ||||||||||
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| 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 |
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