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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. Didactic game. 2. Game and educational game. 3. Mathematical game. 4. Basic attributes of mathematical game. 5. Different typologies of mathematical games. 6. Mathematical fairy tales. 7. Logical games in mathematics. 8. Strategic games in mathematics. 9. Puzzles in mathematics. 10. Board games and the potential of their use in kindergarten conditions.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Activating (Simulation, games, dramatization), Practice exercises, Experience (self-experience), Individual work of students
- Preparation for course credit
- 10 hours per semester
- Participation in classes
- 20 hours per semester
- Term paper
- 20 hours per semester
- Home preparation for classes
- 10 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| Not specified |
| Not specified |
| learning outcomes |
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| explain basic concepts related to the math game |
| explain basic concepts related to the math game |
| describe the basic attributes of a mathematical game |
| describe the basic attributes of a mathematical game |
| define methods for solving problems that integrate elements of mathematics |
| define methods for solving problems that integrate elements of mathematics |
| describe the importance of logic games in teaching mathematics |
| describe the importance of logic games in teaching mathematics |
| explain the use of mathematical games in preschool education |
| explain the use of mathematical games in preschool education |
| Skills |
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| design a math game with math elements |
| design a math game with math elements |
| design math game levels |
| design math game levels |
| determine the organizational form in the implementation of mathematical games |
| determine the organizational form in the implementation of mathematical games |
| suggest different solutions to the puzzle game |
| suggest different solutions to the puzzle game |
| reflect on the contribution of the implication of the mathematical game to preschool education |
| reflect on the contribution of the implication of the mathematical game to preschool education |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Practice exercises |
| Practice exercises |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Experience (self-experience) |
| Experience (self-experience) |
| Individual work of students |
| Individual work of students |
| Demonstration |
| Demonstration |
| assessment methods |
|---|
| Analysis of the student's performance |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of the student's performance |
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Recommended literature
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Eva Krejčová. Hry a matematika na 1. stupni základní školy. SPN- Pedagogické nakladatelství, 2015.
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Ficová, L., & Žilková, K. Charakteristika hry Quarto s akcentom na špecifiká matematiky v primárnom vzdelávaní. Plzeň: Západočeská univerzita., 2011.
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Jančařík, A. Hry v matematice.. Praha: Univerzita Karlova v Praze., 2007.
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Koťátková, S. Hry v mateřské škole v teorii a praxi.. Praha: Grada, 2005.
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Opravilová, E. Předškolní pedagogika. Praha: Grada, 2016.
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Svobodová, E., Vachova, A., & Vitecková, M. Do školky za zvířátky: metodika práce s příběhy v MŠ.. Praha: Portál, 2012.
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