Course Unit Title | MATHEMATICS AND CHILDREN'S LITERUTURE |
Course Unit Code | ESPLE722 |
Course Unit Details | MEd Curriculum Development and Instruction (Specialization Electives) - MA Educational Sciences: Dynamic Learning Environments (Specialization Electives) - |
Number of ECTS credits allocated | 10 |
| Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Present the complementary interrelations which integrate mathematics with literature and explain the meaning of the concept “mathematical literature”
- Describe and justify the stages for the development of mathematical thinking and the impact of literature art on cognitive development.
- Use the opportunities for a deeper literary understanding that a formal and structural analysis of the literary text entails, an analysis facilitated by the teaching context that connects literature with mathematics.
- Evaluate the suitability of literature tools in order to teach mathematical concepts.
- Set up teaching situations that challenge students to creatively explore the narrative, rhetorical, formal and structural aspects of literary texts.
- Propose ways for incorporating children’s literature into the teaching of mathematics and evaluate them.
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Mode of Delivery | Face-to-face |
Prerequisites | NONE | Co-requisites | NONE |
Recommended optional program components | NONE |
Course Contents |
· Recent emphasis on the
teaching of mathematics.
· The stages for the
development of mathematical thinking.
· Models for understanding
literature.
·
Current educational priorities regarding the
teaching of literature, particularly about skills required for an aesthetic and
critical reception and understanding.
· The interrelation of
mathematics with children’s literature. The “mathematical literature”.
·
Literary concepts and procedures, thematic,
rhetorical, narrative, formal etc., similar or comparable with mathematical
concepts and / or processes.
· The role of the
literature language on understanding the mathematical language.
· The role of the intuition
in mathematics and in children’s literature.
· The structure of the
mathematical proof and the structure in literature. Similarities and
differences.
· The development of the
fantasy, the creative thinking and the critical thinking.
· The project method as a
teaching tool for interrelating mathematics and children’s literature.
· Tools and methods for
evaluating the suitability of the sources of children’s literature in order to
use them in the teaching of mathematics.
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Recommended and/or required reading: |
Textbooks | - Γιαννικοπούλου, Α. (2002). Λογοτεχνία και Μαθηματικά. Στο Καϊλά Μ. Καλαβάσης, Φ. και Πολεμικός Ν. (Επιμ.) Μύθοι, Μαθηματικά, Πολιτισμοί: Αποσιωπημένες Σχέσεις στην Εκπαίδευση, (σελ. 71-101). Αθήνα: Ατραπός.
- Ward, R. (2008). Literature based activities for integrating mathematics with other content areas, Grades K-2.
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References | - Λαλαγιάννη, Κ. & Τριανταφυλλίδης, Τρ. Α. 2008. Μαθηματικές έννοιες και παραμυθιακές ιστορίες. Ενοποιητική σχέση και διδακτική πρόταση. Στο Νιφτανίδου, Χ. Μ. (επιμ.), Η διδασκαλία της λογοτεχνίας: Ιστορική και συγχρονική προοπτική. Πάτρα: Εκδόσεις Περί τεχνών. σελ. 105- 114.
- Μητακίδου, Σ., & Τρέσσου, Ε.(2005). Διδάσκοντας Γλώσσα και Μαθηματικά με Λογοτεχνία. Θεσσαλονίκη: Εκδόσεις Επίκεντρο.
- Παπαδάτος, Γ. Σ. & Πολίτης, Δ. 2007. Λογοτεχνία, μαθηματικά και φιλαναγνωσία. Στο Ά. Κατσίκη- Γκίβαλου & Τζ. Καλογήρου & Ά. Χαλκιαδάκη (επιμ.), Φιλαναγνωσία και σχολείο (σελ. 65- 79). Αθήνα: Πατάκης
- Παπαρούση, Μ. (2005). Η δομή της λογοτεχνικής αφήγησης: Σκέψεις για μια διδακτική αξιοποίηση, Κείμενα , 2, 1- 11.
- Πολίτης, Δ. (2009). Μαθηματικά και Λογοτεχνία για παιδιά. Η “κατάρα” της μαθηματικής σκέψης και η μυθοπλαστική υπέρβασή της. Στο Μαθηματικά και Ανθρωπιστικές Επιστήμες. Αθήνα: Κέντρο Έρευνας Επιστήμης και Εκπαίδευσης. 612-629.
- Doxiadis, Ap. & Mazur, B. (2012, eds.). Circles Disturbed. The Interplay of Mathematics and Narrative. Princeton: Princeton University Press.
- Jacobs, A., & Rak, S. (1997) Mathematics and Literature: A Winning Combination. Teaching Children Mathematics, 4:3, 156-157.
- Leitze, R. (1997). Connecting Process Problem Solving to Children's Literature. Teaching Children Mathematics, 398-405.
- Pope, R. 1995. Textual Ιntervention. Critical and Creative Strategies for Literary Studies, Routledge.
- Schiro, M. (1997) Integrating Children's Literature and Mathematics in the Classroom. New York: Teacher's College Press.
- Shatzer, J. (2008). Picture book power: connecting children’s literature and mathematics. The reading teacher, 61 (8), 649-653.
- Sriraman, B., Freiman, V. & Liretter-Pitre, N. (2009, editors). Interdisciplinarity, creativity and learning Mathematics with literature, paradoxes, history, technology and modeling. Monograph in Mathematics Enthusiast.
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Planned learning activities and teaching methods | The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. |
Assessment methods and criteria | Assignments | 50% | Final Exam | 50% |
|
Language of instruction | Greek |
Work placement(s) | NO |