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Lecturer(s)
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Tirpáková Anna, prof. RNDr. CSc.
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Pavelková Marie, Mgr. Ph.D.
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Course content
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1. Preparation for entering elementary school from the perspective of mathematical ideas. Goals of pre-mathematical education. 2. Development of mathematical ideas in preschool children. Analysis of the Framework Educational Program for Preschoolers from the perspective of mathematical ideas. 3. Development of initial ideas about statements - truth value of a statement, compound statements, statement operations. Mind maps - linking knowledge. Work with a question and answer. Argumentation in kindergarten. Number and numerals. 4. Representation of sets, properties of operations with sets, recording and identifying elements in a set. Mutual equivalence of sets. Development of comparison and sorting processes. 5. Logical and pre-logical thinking. Puzzles. The process of reasoning and inference. 6. Concept-forming process - Concepts related to natural numbers and methods of their development. Propaedeutics of numerical operations in context tasks. 7. The role of numbers in reality. Definite and indefinite quantity. 8. Representation, properties of representation. The process of assignment. 9. Development of primary ideas about relations - binary relations, determination of binary relations. Sorting, arrangement, equivalence relations, Linear arrangement, Sharp linear arrangement. 10. Orientation in the plane - Plane figures in preschool education, plane similarities, folding and unfolding plane figures, folding paper, orientation in the plane, lines in the plane, closed and open lines, plane labyrinths. 11. Visualization in the development of mathematical ideas. 12. Orientation in space, Development of spatial imagination, finding a way. 13. Transition from plane to spatial geometry. 14. Activities related to measurement, field work. Propaedeutics of measure. 15. Elements of combinatorics and elements of statistics in games and other activities for preschool children.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Projection (static, dynamic), Practice exercises, Individual work of students, Dealing with situational issues - learning in situations
- Educational trip
- 16 hours per semester
- Preparation for examination
- 28 hours per semester
- Preparation for course credit
- 20 hours per semester
- Participation in classes
- 56 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| comprehensively explain the importance of pre-mathematical preparation for preschool children |
| comprehensively explain the importance of pre-mathematical preparation for preschool children |
| describe basic areas of mathematical ideas |
| describe basic areas of mathematical ideas |
| define the methods used in the development of pre-mathematical concepts in children of preschool age |
| define the methods used in the development of pre-mathematical concepts in children of preschool age |
| characterize basic theoretical approaches for the development of pre-mathematical concepts |
| characterize basic theoretical approaches for the development of pre-mathematical concepts |
| define the meaning of orientation in plane and in space for preschool education |
| define the meaning of orientation in plane and in space for preschool education |
| Skills |
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| implement controlled activities based on appropriately set goals |
| implement controlled activities based on appropriately set goals |
| propose didactic activities for the development of pre-mathematical concepts in preschool children |
| propose didactic activities for the development of pre-mathematical concepts in preschool children |
| use appropriate didactic strategies in the implementation of pedagogical practice |
| use appropriate didactic strategies in the implementation of pedagogical practice |
| justify the chosen didactic approach in the implementation of the didactic activity |
| justify the chosen didactic approach in the implementation of the didactic activity |
| reflect a didactic approach |
| reflect a didactic approach |
| teaching methods |
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| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Projection (static, dynamic) |
| Projection (static, dynamic) |
| Practice exercises |
| Practice exercises |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Individual work of students |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Oral examination |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Oral examination |
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Recommended literature
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Rámcový vzdělávací program pro předškolní vzdělávání..
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Ficová, L., & Žilková, K. Mentálne mapy ako prostriedok integrácie obsahu primárneho matematického vzdelávania.. Prešov: Vydavateľstvo PdF Prešov., 2012.
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Gerová, Ľ. Propedeutika matematiky a počiatočné matematické predstavy.. Banská Bystrica: PdF, Mateja Bela., 2007.
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Hejný, M., & Kuřina, F. Dítě, škola a matematika.. Praha: Portál, 2001.
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Kaslová, M. Předmatematické činnosti v předškolním vzdělávání.. Praha: Raabe., 2010.
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Pártová, E., & Židek, O. Príručka k príprave na súbornú skúšku z matematiky.. Bratislava: PdF UK., 1993.
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Polák, J. Didaktika matematiky: jak učit matematiku zajímavě a užitečně.. Plzeň: Fraus, 2016.
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Uherčíková, V., & Haverlík, I. K. Pracovné listy na rozvíjanie matematických predstáv u detí v MŠ a v ZŠ.. Bratislava: Dony., 2007.
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