Course Details

1. Describe and explain the basic units for the teaching of mathematics at pre-primary education.
2. Use fluently and flexibly the rules and algorithms for the basic mathematical concepts.
3. Solve simple mathematical problems and pose mathematical problems for the level of pre-primary education.
4. Present the difference between mathematical investigation and mathematical exploration.
5. Explain the stages for the cognitive development of the mathematical thinking and describe the consequences of the different thinking and learning styles in the teaching and learning process.
6. Analyze the two dimensions of the mathematical concepts (procedural and conceptual).
7. Present and analyze the stages of the problem solving procedure.
8. Present previous research of teaching different mathematical concepts.
9. Present the stages of the development of the geometrical thinking.
10. Show the value of games in teaching mathematics in pre-primary education.
11. Design teaching plans for every mathematical concept.

• Description and explanation of the 5 basic units for the teaching of mathematics at primary education (numbers and operations, geometry, measurement, patterns, probabilities and statistics). Study of the national curriculum and other international curriculum in order to understand the new trends of mathematics education.
• Understanding of the basic theories for learning (constructivism and cognitive psychology). Applications for the teaching of mathematics at primary education.
• Problem solving and problem posing. The theory and the research. Practical implications.
• The procedural and the conceptual dimensions of mathematical thinking. The role of intuition and the intuitive rules.
• The teaching of each mathematical concept in regard to children’s cognitive development.
• The development of creative thinking in mathematics-the value of games.
• Assessment of students’ mathematical thought and ability.

• Τζεκάκη, Μ. (2007). Μικρά παιδιά, μεγάλα μαθηματικά νοήματα. Αθήνα: Gutenberg

• Καλαβάση, Φ. & Μεϊμάρη, Μ. (2000). Θέματα Διδακτικής των Μαθηματικών ΙΙΙ. Αθήνα: Gutenberg.
• Τζεκάκη, Μ. (1998). Μαθηματικές δραστηριότητες για την προσχολική ηλικία. Αθήνα: Gutenberg.
• Τρούλη, Γ. (1998). Προμαθηματικές διαδικασίες και έννοιες. Συμβολή στην κατανόηση της γνωστικής ψυχολογίας του J. Piaget. Αθήνα: Gutenberg.
• Τσολάκη, Κ. (2001). Παιδαγωγικό υλικό για το νηπιαγωγείο. Προμαθηματικές δραστηριότητες. Αθήνα: Καστανιώτη.
• Clements, D. & Sarama, J. (2004). Engaging Young children in Mathematics NJ: LEA
• Fuson, K. (1988). Children’s counting and concepts of numbers. Spronger-Verlg: Charles. J. Brainerd.
• Hughes, M. (2002). Τα παιδιά και η έννοια του αριθμού. Αθήνα: Gutenberg.
• Leushina A. M. (1991). The development of elementary mathematical concepts in preschool children. Soviet Studies in Mathematics Education. Vol.4. Reston: NCTM
• NCTM (2004). Navigating through number and operations in pre kindergarten-grade2.
• Thiessen, D. (2004). Exploring mathematics through literature: articles and lessons for pre kindergarten through grade 8. NCTM

·      Deliveryof lectures

·      Useof co-operative learning techniques

·      Useof the e-learning platform of the university as an educational aid to thiscourse (lecture notes are available on-line)