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Lecturer(s)
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Janečková Miroslava, PaedDr. PhD.
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Course content
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1. Mathematical thinking, mathematical logic, a statement of work provided negation of the statement, made the statement. 2. Propositional form variable. 3. Expressing quantity, quantified statement, its negation. 4. The process of creating concepts, by way of separate models via a universal model for the concept, scope and content of the concept, the concepts of genera and species. 5. Session in mathematics, the relationship between the two elements. 6. Sorting - a process induced equivalence relation. 7. The arrangement of the seventh, sharp linear arrangement, the first and last element. 8. Assignment, display, display simple. 9. Comparisons, comparing the number of elements of two sets without using numbers. 10. Propedeutics the concept of natural number, model number. 11. Operations in mathematics, a binary operation in the set, the basic properties of binary operations. 12. Tasks, selection of information, role issues. 13. Specifics of teaching mathematics at a preprimary and primary age, the direct manipulation of objects as an important aspect of the development of mathematical skills. 14. Evaluation of teaching and assigned tasks, test.
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Learning activities and teaching methods
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unspecified, unspecified, unspecified
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Learning outcomes
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The aim of the course is to explain the concept of mathematical thinking and show the development of this concept in preschool children. Explain the types of mathematical thinking, ie. Logical thinking based on the concept of functional thinking and opinion based on the concept of variables. Students know the concept of inductive thinking and intuition and learn about the intuitive concept in mathematics. Students learn the theory pojmotvorného process, identify the scope and content of the concept, concepts and ancestral species and its vagueness. Become familiar with arithmetic needed for the visual images of the natural numbers and arithmetic performance. They will learn the theory of simple word problems. Direct manipulation of objects is an important aspect in the development of mathematical skills in teaching will contact students to apply theoretical knowledge in a specific tasks. The student is able to formulate instructions for the child (definition of population, labor condition, etc..). It assesses the child's normal activities from the perspective of the development of mathematical thinking. Can describe basic approaches propedeutice natural numbers to specific examples of activities. Give examples of typical tasks for developing the specific math skills (ability to sort, compare, etc..) And identify erroneous instruction. Explains the types of mathematical thinking, ie. Logical thinking based on the concept of functional thinking and opinion based on the concept of variables. Can use mathematical logic for the development of mathematical thinking. Examples, explain the relationship of mother tongue and mathematical thinking, know different ways of expressing the quantitative representation of the relationships between the elements of the file.
The student is able to formulate instructions for the child (definition of population, labor condition, etc..). It assesses the child's normal activities from the perspective of the development of mathematical thinking. Can describe basic approaches propedeutice natural numbers to specific examples of activities. Give examples of typical tasks for developing the specific math skills (ability to sort, compare, etc..) And identify erroneous instruction. Explains the types of mathematical thinking, ie. Logical thinking based on the concept of functional thinking and opinion based on the concept of variables. Can use mathematical logic for the development of mathematical thinking. Examples, explain the relationship of mother tongue and mathematical thinking, know different ways of expressing the quantitative representation of the relationships between the elements of the file.
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Prerequisites
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The subject requires no specific prerequisites.
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Assessment methods and criteria
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unspecified
Active participation in the seminar. Seminar work.
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Recommended literature
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Divíšek J. Metodika-Rozvíjení matematických představ v mateřské škole, SPN Praha. Praha, 1989.
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Drábek J. a kol. Základy elementární aritmetiky pro studium učitelství 1. st. ZŠ, SPN Praha. 1985.
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Gardner,H. Dimenze myšlení.Teorie rozmanitých inteligencí. Praha: Portál, 1999.
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HEJNÝ, M., KUŘINA, F. Dítě, škola a matematika, Portál, Praha, 2001.
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Kaslová, M. Předmatematické činnosti v předškolním vzdělávání. Praha, 2010. ISBN 978-80-86307-96-1.
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Kopka J. Kapitoly o přirozených číslech, UJEP, Ústí nad Labem. Ústí nad Labem, 2003.
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Křížová, J., Mruškovičová, L. Rozvíjení základních matematických představ v mateřské škole. Praha, 1988.
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Melichar J., Svoboda J. Rozvoj matematického myšlení I pro studium učitelství pro mateřské školy, UJEP, Ústí nad Labem. Ústí nad Labem, 2003.
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Opava Z. Matematika kolem nás, Albatros Praha. 1989.
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VÚP Praha. Rámcový vzdělávací program pro předškolní vzdělávání. Praha, 2006. ISBN 80-87000-00-5.
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