ECE213 TEACHING MATHEMATICS IN EARLY CHILDHOOD
| Course Code: | 4110213 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (2.00 - 2.00) |
| ECTS Credit: | 5.0 |
| Department: | Early Childhood Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. ELİF KARSLI ÇALAMAK |
| Offered Semester: | Spring Semesters. |
Course Objectives
At the end of this course, students will be able to
- Develop an understanding of how children learn mathematics.
- Improve teaching approaches for mathematics topics in early childhood education.
- Implement teaching approaches for mathematics topics in early childhood education.
- Develop learning activities for teaching early childhood mathematics topics.
- Design assessment tasks for understanding children’s mathematical thinking in early childhood education.
- Use a variety of resources for teaching early childhood mathematics.
- Use representations to organize, record, and communicate early childhood mathematics ideas.
- Be self-confident in teaching early childhood mathematics.
- Have positive attitude toward teaching early childhood mathematics.
- Be motivated to teach early childhood mathematics.
Course Content
Logico-mathematical and spatio-temporal learning by the child`s own experience with objects (learning by discovery), creating and inventing relationships between objects and symbols and resulting integration and reorganization of ideas by the child. Spatial relations, time concepts, number concepts, one-to-one correspondence, comparing sizes, comparing amounts, comparing and evaluating different points of view, classification, seriation, conservation.
Course Learning Outcomes
Students completing this course will have a critical understanding of young children’s learning of mathematics and approaches to teaching mathematics to young children. They will
- Construct the basic concepts and connections among mathematical ideas, other disciplines, and real life in early childhood mathematics curriculum.
- Analyze students’ learning of early childhood mathematics.
- Use representations to organize, record, and communicate mathematical ideas.
- Design and implement plans for integrated activities for mathematics for young children.
- Design and employ tools (such as materials, manipulatives and technology) and resources for effective teaching of early childhood mathematics.
- Participate in productive classroom discourse including teaching activities and mathematical ideas.
- Express interest, self-confidence, and motivation in teaching early childhood mathematics.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | To have the knowledge about 0-72 month old children's cognitive, motor, language, social and emotional development and self help skills and to be able to make applications to support this area. | ✔ | |||
| 2 | To be able to take measures for the protection of children's health. | ✔ | |||
| 3 | To know the importance of game in pre-school education and to support the education and development of the child through play. | ✔ | |||
| 4 | To recognize the pre-school education institutions in the scope of the purpose, structure and functioning of the Turkish education system. | ✔ | |||
| 5 | To have information about classroom management approaches to be used in educational environments and to effectively implement these approaches. | ✔ | |||
| 6 | To have information about international programs that are applied in the field of pre-school education and to use these programs' aspects that are appropriate to our culture in classroom practice. | ✔ | |||
| 7 | To be able to conduct research in the field of pre-school education and analyze and interpret research findings. | ✔ | |||
| 8 | To be able to prepare, implement and evaluate Turkish, science, math, art, music, movement, games, reading and writing preparation and field trip activities that support different areas of development (cognitive, motor, language, self-care, social and emotional) of pre-school children and can be planned as individual, small group, large group and integrated groups. | ✔ | |||
| 9 | To be able to use and to allow students to use audio-visual teaching materials appropriate for pre-school age children for their development. | ✔ | |||
| 10 | To be able to take responsibility and to fulfill these responsibilities in individual and group work. | ✔ | |||
| 11 | To understand the importance of family involvement in children's education and to plan activities related to family involvement. | ✔ | |||
| 12 | To have knowledge about literary genres prepared for pre-school children and to examine existing publications in terms of literary and artistic perspectives. | ✔ | |||
| 13 | To have knowledge about the importance and purpose of the use of formal and informal assessment methods appropriate for the age level and developmental level of pre-school children, and to apply and interpret different evaluation methods and to be able to interpret findings. | ✔ | |||
| 14 | To be able to follow/access, understand and question scientific publications for pre-school education. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution