YMA01 Development of mathematical preliteracy

Faculty of Education
Autumn 2024
Extent and Intensity
0/1/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
PhDr. Eva Nováková, Ph.D. (lecturer)
Guaranteed by
PhDr. Eva Nováková, Ph.D.
Department of Mathematics – Faculty of Education
Supplier department: Department of Mathematics – Faculty of Education
Timetable of Seminar Groups
YMA01/KombiSem01: Fri 4. 10. 16:00–17:50 učebna 32, Fri 1. 11. 16:00–17:50 učebna 32, E. Nováková
YMA01/PrezSem01: Tue 12:00–12:50 učebna 32, E. Nováková
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the subject is to prepare the students for development of mathematical preliteracy of children as a complex of abilities, skills, attitudes and values needed for acquisition and development of the mathematical literacy during the school education. Students will be able to characterize theoretical background of both aritmetical and geometrical part of the mathematical preliteracy and apply it in the course of particular educational situations to achieve the aims defined by The Framework Educational Programme for Preschool Education. Wide range of activities, means and specific tools will be presented developing mathematical thinking of children and their mathematical preliteracy. Students will be prepared for working with gifted children as well as children with special educational needs, they will be able to determine the sources of difficulties of children in the respective area and to compensate them.
Learning outcomes
Upon completion of the course the student will be able: to prove necessary orientation in particular areas of mathematical preliteracy (quantity, numeracy concept and operation, elementary concepts in geometry, planimetry, space and time orientation), to apply the adopted mathematical background when carrying out adequate activities in the kindergarten to reflect and analyse situations, aimed at mathematical preliteracy development of children utilising specific didactical approaches and tools.
Syllabus
  • 1) Development of cognitive abilities and pre-numerical ideas in preschool age on the background of some of theories of learning. Piaget theory of cognitive development and Vygotsky concept of zone of proximate development. 2) Quantity perception in preschool age (separated and general model of quantity in Hejný approach). 3) Types of natural number representation (Bruner). Significance of visual representation, building kits and didactical tools. 4) Development of geometric concepts. Space and plane, 3D and 2D models of reality. Space imagination and space intelligence (Gardner), van Hiele concept of geometric thinking development. 5) Orientation in space and plane, perception and organisation of space. Multisensoric perception, manipulative activities. 6) Geometric modelling, regularities (pattern) and symetry. 7) Propedeutics of measure. Extent in everyday life of children. 8) (Pre)logic thinking. Information, communication, language. 9) Time orientation, perception of time terms and relationships. 10) Mathematical preliteracy development through literary texts, art, movement and music activities, dramatisation.
Literature
    required literature
  • FUCHS, Eduard, Hana LIŠKOVÁ and Eva ZELENDOVÁ. Rozvoj předmatematických představ dětí předškolního věku. Předškolní vzdělávání očima praxe. 1st ed. Praha: Jednota českých matematiků a fyziků, 2015, 250 pp. ISBN 978-80-7015-566-0. info
  • KASLOVÁ, Michaela. Předmatematické činnosti v předškolním vzdělávání. Praha: Raabe, 2010, 206 s. ISBN 9788086307961. info
    recommended literature
  • BLAŽKOVÁ, Růžena. Didaktika matematiky se zaměřením na specifické poruchy učení (Didactics of mathematics with a focus on specific learning disorders). 1. vydání. Masarykova univerzita, 2017, 194 pp. ISBN 978-80-210-8673-9. info
  • KOLLÁRIKOVÁ, Zuzana and Branislav PUPALA. Předškolní a primární pedagogika: Predškolská a elementárna pedagogika. 2nd ed. Praha: Portál, 2010, 455 pp. ISBN 978-80-7367-828-9. info
  • HEJNÝ, Milan and František KUŘINA. Dítě, škola a matematika :konstruktivistické přístupy k vyučování. Vyd. 1. Praha: Portál, 2001, 187 s. ISBN 80-7178-581-4. info
  • HEJNÝ, Milan and Naďa STEHLÍKOVÁ. Číselné představy dětí. Praha: Univerzita Karlova v Praze - Pedagogická fakulta, 1999, 123 s. ISBN 80-86039-98-6. info
    not specified
  • rozvíjíme předmatematické myšlení dětí
Teaching methods
Seminary. Discussion of respective issues based on presentation of students. Reflection of video records of didactical situations.
Assessment methods
Active participation during the seminary. Elaborating of given tasks - PowerPoint presentation in the seminary and written seminar work of approximately five pages on the given theme.
Language of instruction
Czech
Further Comments
Study Materials
  • Enrolment Statistics (recent)
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