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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. The genesis of the development of mathematical abilities of the child, from concrete experiences to abstract area. Language and the development of mathematical skills. 2. Development of mathematical thinking in Curriculum for pre-school education (RVP PV). 3. Creating class and school curriculum. 4. Preparing for school entry, mathematical knowledge and skills of the child when entering school. 5. Propedeutics numeracy. The activities and learning tasks to support the concentration of attention and short-term memory. 6. Convergent and divergent thinking. 7. Motivation and evaluation. 8. Developing mathematical thinking in preparatory classes. 9. Developing mathematical thinking in foreign pre-school education. 10. The development of mathematical skills and care for children from socio-culturally disadvantaged environments. 11. Developing mathematical skill and care of children with learning disabilities and behavior and children with health disabilities. 12. Care for children with accelerated development in the intellectual area, specific symptoms, specific educational offer. Children with dual exceptionality. 13. Didactic principles and the development of mathematical thinking. 14. Evaluation of teaching and assigned tasks.
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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 strengthen students' competence in didactics development of mathematical thinking at preschool children. Students become acquainted in detail with the Framework Curriculum for Preschool Education (RVP PV) and recognize that the development of mathematical thinking is a natural part of a broad pre-school education. Students learn to create school and classroom educational program in all areas of interaction of the program. Students will recognize and Framework Educational Programme for Basic Education (RVP ZV), which is necessary to know to prepare the child to enter school. Students are also acquainted with foreign experience developing mathematical thinking preschool children with pre-school children preparing for school mathematics in the family, kindergarten and preparatory classes for children from socio-culturally disadvantaged environments. In connection with the development of mathematical thinking, students acquire basic knowledge of the care of preschool children with disabilities (from disadvantaged socio-cultural environment with specific learning disabilities and behavior with disabilities) or children with intellectual accelerated intellectual development. Student is able to characterize Framework Curriculum for pre-school education in the field of mathematical thinking. Prepare children to enter school for the education in mathematics and its applications, including the children of foreigners, ethnic minorities and children from socio-culturally disadvantaged environments. To characterize the specific problems in the development of mathematical skills of children with disabilities or children with accelerated intellectual development. Create mathematical concepts as part of numeracy and knows the theory of creation. To characterize the educational standards in mathematics and its applications in the first grade of primary school as a goal pre-school preparation.
Student is able to characterize Framework Curriculum for pre-school education in the field of mathematical thinking. Prepare children to enter school for the education in mathematics and its applications, including the children of foreigners, ethnic minorities and children from socio-culturally disadvantaged environments. To characterize the specific problems in the development of mathematical skills of children with disabilities or children with accelerated intellectual development. Create mathematical concepts as part of numeracy and knows the theory of creation. To characterize the educational standards in mathematics and its applications in the first grade of primary school as a goal pre-school preparation.
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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. Written seminar work range of 6 pages thematically focused on didactics the development of mathematical thinking, on work with children with disabilities or on work with children with intellectual accelerated development.
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Recommended literature
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Rámcový vzdělávací program pro základní vzdělávání.
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Divíšek J. a kol. Didaktika matematiky pro učitelství 1. stupně ZŠ. Praha, 1989.
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HEJNÝ, M., KUŘINA, F. Dítě, škola a matematika, Portál, Praha, 2001.
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Hříbková, L. Mimořádně nadané děti ve škole a v rodině. Ústí nad Labem, 2010.
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Kovaříková M. a kol. Pedagogicko-psychologická problematika romských žáků ve vztahu k jejich školní úspěšnosti, Pedagogická fakulta UJEP Ústí nad Labem,. 1998.
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Opava Z. Matematika kolem nás, Albatros Praha. 1989.
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Portešová, Š. Rozumově nadané děti s dyslexií. Praha: Portál, 2011.
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