ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Applied Didactics
Areas: Didactics of Mathematics
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
- Know the curricular treatment of mathematics in Early Childhood Education and the implications in its teaching and learning.
- Acquire a basic mathematical training that enables students to carry out their future teaching work.
- Know the main theories on the development of mathematical concepts in childhood.
- Manage materials and resources for the teaching-learning of mathematics in Early Childhood Education.
Topics to be developed:
1. MATHEMATICS IN CHILDHOOD EDUCATION
· What is learning mathematics in Early Childhood Education?
· The mathematics curriculum in Early Childhood Education.
2. THE CONSTRUCTION OF LOGICAL-MATHEMATICAL KNOWLEDGE:
· Characteristics of logical-mathematical knowledge.
· Acquisition of logical-mathematical structures in Early Childhood Education.
3. KNOWLEDGE ABOUT THE NUMBER:
· Acquisition of the concept of number. Teaching-learning situations for the number.
. Introduction to the decimal numbering system and calculation.
4. INITIATION TO MEASURE:
· Notion of magnitude and measurement. Measurement and estimation of magnitudes in Early Childhood Education.
. Phases in the teaching-learning process of magnitudes and their measurement.
5. THE CONSTRUCTION OF THE SPACE:
· Perception and representation of space.
. Approach to topological notions.
. Recognition and analysis of flat and three-dimensional figures.
6. RESOURCES AND TEACHING MATERIALS IN THE TEACHING-LEARNING OF MATHEMATICS IN CHILDHOOD EDUCATION
Basic bibliography:
- Aguilar Liébana, B. et al. (2010). Construir, jugar y compartir: Un enfoque constructivista de las matemáticas en Educación Infantil. Enfoques educativos.
- Castro, E. e Castro, E. (Coords.), (2016). Enseñanza y aprendizaje de las matemáticas en Educación Infantil. Pirámide.
- Muñoz-Catalán, C. e Carrillo, J. (Eds.), (2018). Didáctica de las matemáticas para maestros de Educación Infantil. Editorial Paraninfo.
Complementary bibliography:
- Alsina, Á. (2006). Cómo desarrollar el pensamiento matemático de 0 a 6 años. Octaedro-Eumo.
- Alsina, C. (1996). Enseñar matemáticas. Graó.
- Baroody, A. (1988). El pensamiento matemático de los niños. Visor.
- Berdoneau, C. (2008). Matemáticas activas (2-6 años). Graó.
- Boule, F. (1995). Manipular, organizar y representar: Iniciación a las matemáticas. Narcea.
- Canals, Mª A. (2009). Los dossiers de María Antonia Canals. Associació de Mestres Rosa Sensat.
- Chamorro, Mª d. C. (2005). Didáctica de las matemáticas para Educación Infantil. Pearson Educación.
- Clements, D. H. e Sarama, J. (2015). El aprendizaje y la enseñanza de las matemáticas a edad temprana: El enfoque de las trayectorias de aprendizaje.Learning Tools LLC.
- Dickson, L. et al. (1991). El aprendizaje de las matemáticas. Labor.
- Kamii, C. (1986) El número en la educación preescolar. Visor.
- Lovell, K. (1982). Desarrollo de los conceptos básicos matemáticos y científicos en los niños. Morata.
- Xunta de Galicia (2009). Legislación da Educación Infantil en Galicia, Consellería de Educación e Ordenación Universitaria. Tórculo Artes Gráficas.Revistas españolas de investigación e experiencias en Educación Matemática Infantil:
- Edma 0-6: Educación Matemática en la Infancia, http://www.edma0-6.es/index.php/edma0-6.
Spanish journals on research and experiences in Early Childhood Mathematics Education:
- Edma 0-6: Mathematics Education in Childhood, http://www.edma0-6.es/index.php/edma0-6.
Competences and learning outcomes that the student must acquire:
Basic Competences (CB):
CB1. Possess and understand knowledge in an area of study that builds on the foundation of general secondary education, and is usually at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of your field of study.
CB2. Apply their knowledge to their work or vocation in a professional way and possess the competencies that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.
CB3. Have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
CB4. Transmit information, ideas, problems and solutions to both specialized and non-specialized audiences.
CB5. Develop those learning skills necessary to undertake further studies with a high degree of autonomy.
General skills (G):
G1 - Understand the educational and learning processes in the period from 0-6, in the family, social and school context.
G3. 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.
G5. Reflect as a group on accepting the rules and respecting others. Promote the autonomy and uniqueness of each student as factors in the education of emotions, feelings and values in early childhood
G11. Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote them in students.
Specific competences (E) of the subject:
E33. Know the scientific, mathematical and technological foundations of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.
E34. Know didactic strategies to develop numerical representations and spatial, geometric and logical development notions.
E35. Understanding mathematics as sociocultural knowledge.
E41. Promote introductory experiences in information and communication technologies.
Transversal competences (T):
T2. Instrumental knowledge of the Galician language.
T3. Instrumental knowledge of information and communication technologies.
GENERAL GUIDELINES
The training activities in the expository group are designed to present the training itinerary that will be followed and to develop, clarify and comment on the contents that are more difficult to understand, focusing on the basic and most relevant aspects (at the same time that learning problems are solved). initials that the students can present). The teaching staff will use the presentation and the debate in a large group, promoting the reflection of the students on certain assumptions according to the contents addressed. They allow the development of fundamentally the following competences: G1, G11; E33, E41; T2, T3. In particular, they will be mainly aimed at acquiring the following learning:
- Understand the mathematical concepts that are part of school mathematics, especially those directly involved in the Early Childhood Education stage.
- Correct possible misconceptions of future teachers about school mathematics.
- Know theories about the development of mathematical concepts in children.
The interactive group activities will be carried out within the framework of mathematical and didactic problem-solving methods, preferably also involving significant individual and group autonomous work. The debate, the reading and commenting of documents and the exhibition of works, will require a high percentage of hours of personal work of the students, in order to promote an autonomous, cooperative learning and that develops the ability to publicly expose the results of the work carried out. . This will promote the development of the skills most closely linked to critical thinking, the use of information and communication technologies and, in general, a good part of the skills mentioned (G1, G2, G11; E34, E35, E41; T2, T3 ). Among others, the following lessons will be sought:
- Experience the way of facing mathematics.
- Reflect on the didactic implications of certain epistemological aspects of mathematics.
- Know materials for the teaching-learning of mathematics in Early Childhood Education.
- Make contact with various investigations that are being carried out on the treatment of mathematics in Early Childhood Education.
Likewise, the students will be able to attend the tutoring sessions scheduled in the schedule of the subject, to be attended individually or in very small groups trying to guide their work and direct their learning, in order to develop the G3, G11 competencies. ; E34, E35, E41; T2, T3.
The subject will have a virtual classroom, through which official communications will be made and efforts will be made to provide all the necessary material for the realization of the proposals. If the circumstances allow it, the realization of reports, field practices or practical experiences of ApS with centers and institutions that maintain links with the University of Santiago de Compostela, which help to consolidate the learning of the subject, is contemplated.
The evaluation will be carried out according to the following scheme:
Part 1: 50% of the final grade.
In this section, the following aspects may be assessed:
A) PARTICIPATION IN FACE-TO-FACE SESSIONS (G1, G3, G5, G11, E33, E34, E35, E41, B1, B2, B3, T2, T3)
B) REPORTS AND OTHER WRITTEN OR ORAL PRODUCTIONS (G1, G3, G5, G11, E33, E34, E35, E41, B1, B2, B3, T2, T3)
C) ORAL OR DIGITAL PRESENTATIONS (G1, G11, E33, E34, E35, E41, T2, T3 B1, B2, B3, B4, T2, T3): 10%
Part 2: 50% of the final grade.
D) SPECIFIC TESTS (G1, E33, E34, E35, E41, B1, B2, B3).
Section (A)
- Reasoned participation in the proposed activities and contribution to group dynamics will be considered, provided that this participation is regular and continuous. Attendance without active participation will not be assessed (section d) of Article 1.2 of the Class Attendance Regulations for official undergraduate and master's degree courses at the University of Santiago de Compostela, approved by the Governing Council on November 25, 2024).
Section B) will be assessed through one of the following means:
- Various activities proposed to students during the course, to be completed individually in interactive sessions or independently.
- One or more group projects on resources or strategies for teaching Mathematics in Early Childhood Education.
Section C) will be assessed through oral or digital presentations of the works related to Section B).
The works submitted must be original; submitting a copied work will result in failing the subject.
Students exempt from class attendance or exempt from teaching must adhere to the deadlines for submitting work and other requirements established in Sections (B) and (C). Furthermore, they must maintain contact with the subject instructor through tutorials and the virtual platform to ensure optimal development of the subject and successful completion. In any case, within 15 days of being granted the exemption, they must speak with the subject instructor to determine, where appropriate, how to complete the proposed work in Sections (B) and (C) and, if necessary, an alternative assessment method for Section (A).
- To pass the subject, it will be necessary to:
Pass both parts.
That the sum of the grades obtained in both sections is greater than or equal to 5.
- Second-chance examination:
Students who must take the second-chance examination will only be allowed to take the final exam, and their grades in the remaining sections will be retained. Therefore, except for exceptional reasons, papers or presentations will not be accepted for the second-chance examination.
- Subsequent examinations:
Students must report to the professor of their corresponding subject during the first two weeks of the semester, with written proof of attendance.
In cases of fraudulent completion of exercises or tests, the provisions of the Regulations for the Evaluation of Student Academic Performance and the Review of Grades will apply.
- Fraudulent completion of exercises or tests (Regulations for the evaluation of students' academic performance and grade review - Approved by the Governing Council on June 15, 2011, and amended on April 5, 2017). Fraudulent completion of any exercise or test required for the evaluation of a subject will result in a failing grade for the corresponding examination session, regardless of any disciplinary proceedings that may be pursued against the offending student. Fraudulent completion of work, among other things, includes the completion of plagiarized work or work obtained from publicly accessible sources without reworking or reinterpretation and without citing the authors and sources.
Assessment Guidelines:
- Part I: Participation in in-person sessions and scheduled activities, as well as the timely submission of the required documents, projects, and assignments, will therefore be a necessary condition for passing the subject.
- Students who are exempt or have been excused from teaching lectures will contact the subject instructor within the first two weeks of classes starting. These students will follow the same assessment as the rest of the students, except for Part A), whose weight will be included in Part B. It is recommended that they follow the Virtual Campus, where presentations and materials for the subject, as well as any mandatory assignments, will be uploaded.
- The specific test, listed as Part II, will consist of one or more written exams on knowledge of mathematics and its teaching methods, as reflected in the syllabus. Therefore, it will also be necessary to pass this test to obtain the
PRESENTIAL HOURS: 51 hours depending on
- EXHIBITION GROUP ACTIVITIES (24 hours)
exhibition activity
class group practice
Presentation of a work plan
Written test
- INTERACTIVE GROUP ACTIVITIES (24 hours)
Problem resolution
Study of cases
discussions
projects and jobs
- SMALL GROUP OR INDIVIDUAL ACTIVITIES (3 hours)
group work reflection
project discussion
HOURS OF AUTONOMOUS WORK: 99 hours depending on
- EXHIBITION GROUP ACTIVITIES (35 hours)
Document reading
Study
Written test preparation
- INTERACTIVE GROUP ACTIVITIES (45 hours)
Document reading
preparation of presentations
Search for additional information
Reflection in small groups
- SMALL GROUP OR INDIVIDUAL ACTIVITIES (19 hours)
Resolution of doubts
Project discussion and small group work
Self-assessment activities
TOTAL HOURS: 150
Attending classes and working in them will favor the acquisition of skills and the collection of information. Immersion in the recommended bibliography will help the student to advance in their learning and consolidate it.
Students who present any type of functional diversity or difficulty for a normal daily follow-up of the subject, whether this difficulty is permanent or temporary, must justify their situation through a document issued by the service accredited by the USC for these purposes (Service of Promotion and University Integration) and report the case to the teacher within the first two weeks of the corresponding semester, so that they can agree as soon as possible on the student's work plan on the subject and, if necessary, the adaptations
curricular and/or evaluation that were pertinent to address each particular situation.
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Paneles laterales
The works carried out by the students must be delivered, preferably, through the virtual classroom.
Students with exemption from attending classes must respect the deadlines for delivery of work and other established requirements, and it will be advisable and necessary to maintain contact with the teacher of the subject through tutorials and email, to guarantee the best development. of matter and overcoming it.
In cases of fraudulent completion of exercises or tests, the provisions of the Regulations for evaluating student academic performance and grade review will apply.
Environmental responsibility:
Avoid plastic caps or other unnecessary outer wraps.
Whenever possible, use staples instead of binding.
Print on both sides with "ink save" quality.
Do not use blank pages as chapter or part separators.
Avoid annexes that do not have direct reference to the topics developed.
Gender perspective:
It is recommended to use non-sexist language, both in daily classroom work and in assigned academic work.
Mandatory use of rai email account.
Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the teaching staff and authorized as institutional tools by the university (Lifesize, etc.).
The mobile phone may not be used, except when it is used as a work tool following the instructions given by the teacher, holding the student responsible for the legal and academic consequences that may arise from inappropriate use.
Bear in mind that teaching-learning (classes / tutorials) is a private process, understood as private as a process of communication and exchange between the teacher and the students enrolled in the subject.
Mandatory compliance with data protection regulations
Ana Belen Rodriguez Raposo
- Department
- Applied Didactics
- Area
- Didactics of Mathematics
- Phone
- 881812124
- anabelen.rodriguez.raposo [at] usc.es
- Category
- Professor: Temporary PhD professor
Maria Salgado Somoza
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Mathematics
- Phone
- 881812078
- maria.salgado [at] usc.es
- Category
- Professor: Temporary PhD professor
| Monday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLE_01 + Dobre Grao 5º | Galician | (NORTH CAMPUS) - CLASSROOM 03 |
| 12:00-13:30 | Grupo /CLIL_01 + Dobre Grao 5º | Galician | (NORTH CAMPUS) - CLASSROOM 21 |
| Tuesday | |||
| 09:00-10:30 | Grupo /CLIL_04 | Galician | (NORTH CAMPUS) - CLASSROOM 21 |
| 12:00-13:30 | Grupo /CLIL_03 | Galician | (NORTH CAMPUS) - CLASSROOM 21 |
| Wednesday | |||
| 10:30-12:00 | Grupo /CLIL_05 | Galician | (NORTH CAMPUS) - CLASSROOM 21 |
| 12:00-13:30 | Grupo /CLIL_02 | Galician | (NORTH CAMPUS) - CLASSROOM 21 |
| 01.13.2026 16:00-18:00 | Grupo /CLE_01 + Dobre Grao 5º | (NORTH CAMPUS) - CLASSROOM 12 |
| 06.19.2026 16:00-18:00 | Grupo /CLE_01 + Dobre Grao 5º | (NORTH CAMPUS) - CLASSROOM 13 |