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Lecturer(s)
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Pavelková Marie, Mgr. Ph.D.
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Course content
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1. Analysis of the Framework Educational Program for Primary Education in Mathematics. 2. Application of the curriculum on propositions. 3. Application of the curriculum on sets. 4. Relations, their use in preschool education. 5. Word problem and its role, characteristics. 6. Concepts of number, quantity, amount, number fields, number models. 7. Puzzles and their role in preparation for mathematics, types of puzzles, types of thinking in the solution process. 8. Elements of combinatorics in educational tasks and demands on the teacher's work. 9. Concepts related to natural numbers and methods of their development. 10. Development of spatial imagination, orientation in space and finding a way. Assembling and decomposing geometric shapes in space, building blocks. 11. Orientation in the plane, lines in the plane, closed and open lines, plane labyrinths. 12. Activities related to measurement, field work. 13. Computer programs for the development of mathematical ideas. 14. Prelogical and logical thinking.
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Learning activities and teaching methods
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- Home preparation for classes
- 32 hours per semester
- Participation in classes
- 42 hours per semester
- Term paper
- 16 hours per semester
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| prerequisite |
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| Knowledge |
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| Students have basic knowledge of the theoretical foundations of mathematics needed for teaching activities and for managing the learning activities of pupils in mathematics in primary education. They know basic operations with statements and binary relations in sets, which they apply in solving word problems in practice. They can formulate the concepts of mathematical logic and set theory, and apply the acquired knowledge in the curriculum at the 1st level of primary school. |
| Students have basic knowledge of the theoretical foundations of mathematics needed for teaching activities and for managing the learning activities of pupils in mathematics in primary education. They know basic operations with statements and binary relations in sets, which they apply in solving word problems in practice. They can formulate the concepts of mathematical logic and set theory, and apply the acquired knowledge in the curriculum at the 1st level of primary school. |
| learning outcomes |
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| - the structure of curriculum documents in the field of mathematics, - the importance of the curriculum on statements, sets and binary relations needed for teaching mathematics in primary education, - the role of numbers and their importance for teaching mathematics in primary education, - the development of logical thinking in preschool children and pupils in primary education, - basic concepts of plane and spatial geometry important for teaching mathematics in primary education. |
| - the structure of curriculum documents in the field of mathematics, - the importance of the curriculum on statements, sets and binary relations needed for teaching mathematics in primary education, - the role of numbers and their importance for teaching mathematics in primary education, - the development of logical thinking in preschool children and pupils in primary education, - basic concepts of plane and spatial geometry important for teaching mathematics in primary education. |
| Skills |
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| - plan the curriculum based on curriculum documents, - apply theoretical knowledge of set theory in teaching at the 1st level of primary school, - apply theoretical knowledge of number concepts in teaching at the 1st level of primary school, - apply theoretical foundations of mathematics needed for teaching pupils in teaching mathematics at the 1st level of primary school, - apply theoretical knowledge of mathematics needed for teaching activities and for managing pupils' learning activities in mathematics in primary education. |
| - plan the curriculum based on curriculum documents, - apply theoretical knowledge of set theory in teaching at the 1st level of primary school, - apply theoretical knowledge of number concepts in teaching at the 1st level of primary school, - apply theoretical foundations of mathematics needed for teaching pupils in teaching mathematics at the 1st level of primary school, - apply theoretical knowledge of mathematics needed for teaching activities and for managing pupils' learning activities in mathematics in primary education. |
| teaching methods |
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| Knowledge |
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| Analysis of a presentation |
| Analysis of a presentation |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Skills |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Knowledge |
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| Analysis of educational material |
| Analysis of educational material |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Baron, L., Davis G., Ludvig S., & Neel K. Math make sense. United States. 2018.
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Blažková, R. Didaktika matematiky se zaměřením na specifické poruchy učení. Masarykova univerzita. 2017.
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Hejný, M. Vyučování matematice orientované na budování schémat: aritmetika 1. stupně. Praha. 2014.
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Slavík, J., Uličná, K., J. Stará, J., & Najvar P. Didaktické kazuistiky v oborech školního vzdělávání. Brno. 2017.
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