Mathematics surround us everywhere and are a basic pillar in education and in daily life. Therefore, in the formation of every child teacher, it will be necessary to learn to resolve conflicts arising from the difficulties of learning mathematics. In this subject we will develop the mathematical thinking of the future teacher of children and thus be able to have a broader perception of the difficulties that may arise for their future students. The emotional part in children is of paramount importance for the student's emotional bond with mathematics. For this reason, work will be carried out throughout the course with an autonomous and self-assessment approach.
The children's content blocks will be treated in a more competitive way by dividing them qualitative, quantitative, position and form relationships and measurable attributes.
Innovation and research in the area of mathematics education will also be present in the subject.
Finally, the future teacher will be prepared in this course to prepare and evaluate activities with which to develop the mathematical thinking of his students through real and global contexts.
Before enrolling the subject, verify the possible requirements that you may have within your plan. This information can be found in the "Curriculum" tab of the corresponding plan.
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General competences
Acquire knowledge and skills in the area of Early Childhood Education that allow the professional practice of specialized teaching / teaching in the group from 0 to 6 years.
Ability to apply knowledge to work or vocation in a professional manner and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within the area of Early Childhood Education.
Promote and facilitate learning in early childhood, from a globalizing and integrative perspective of the different cognitive, emotional, psychomotor and volitional dimensions.
Design and regulate learning spaces in contexts of diversity that meet the unique educational needs of students, gender equality, equity and respect for human rights.
Develop curriculum contents through resources from the media and information and communication technologies.
Specific competences
Ability to know the mathematical foundations of the curriculum of this stage as well as the theories about the acquisition and development of the corresponding learning.
Ability to know teaching strategies to develop numerical representations and spatial, geometric and logical development notions.
Ability to understand mathematics as sociocultural knowledge.
Ability to promote experiences of initiation to information and communication technologies from the teaching of mathematics.
Transversal competences
Efficiently use the resources and tools available in the virtual classroom of the university, as well as being able to handle at an optimal level the information and communication technologies applied to distance education.
To improve the skills to search, obtain, select, treat, analyze and communicate diverse information, as well as to transform them into knowledge and offer it to others.
Ability to carry out creative proposals within the framework of professional activity and help students in the development of divergent thinking.
Capacity for autonomy in the approach of problems.
Learning outcomes
Use and promote the use of mathematics in the activities carried out by the child inside and outside the classroom.
Know how to use the game and children's literature in the learning of mathematics.
To know the historical appearance and evolution of some mathematical knowledge, which allow to carry out a didactic analysis aimed at detecting and understanding the difficulties and obstacles of children in the face of learning such knowledge.
Identify, designate and analyze mathematical content from the reality of the classroom of early childhood education.
Identify scientific, mathematical objectives, contents, concepts and procedures included in the Infant Education curriculum.
Methodology
The methodology adopted in this subject for learning and evaluating its contents is appropriate to the distance teaching modality. Therefore, we understand that students must be subject agents of their own learning.
The teacher's teaching work is to become a resource for the student's work, programming didactic activities, making available to students the materials on which they should work and assisting them in a fully personalized way through the means established for such finish.
