The aim of this program is to provide you with the essential skills for effective and fun education using ICT as an indispensable tool" 

Fostering students' investigative spirit through the dynamic teaching of Mathematics has become an objective widely pursued by Pre-School Education professionals. Thanks to the incorporation, for example, of ICT in the classroom, it is now possible to design state-of-the-art pedagogical plans in which students learn while having fun, while also fostering other skills such as teamwork, problem solving, self-management and control of logical reasoning.  

And with the objective of facilitating the updating of their teaching strategies from the knowledge of the best and most avant-garde methodologies, TECH, together with a team specialized in Pre-School Education, has developed a complete program that gathers, precisely, the most dynamic and exhaustive information on the subject.

This is a Postgraduate diploma distributed over 540 hours, in which students will be able to explore the learning methods providing the best results in the main educational systems of the world, as well as techniques and the elaboration of materials to teach through games and workshops. In addition, it focuses on the inclusion of ICT in the classroom through the configuration of interactive materials and the use of specialized applications for different age groups. 

All this 100% online, for 6 months, during which you will have unlimited access to a state-of-the-art Virtual Campus where, in addition to theory, you will find case studies and a variety of additional content: detailed videos, research articles, complementary readings, news, self-knowledge exercises and much more! The program includes the participation of a prestigious International Guest Director. This specialist, with an outstanding research career, will accompany the graduates in the exploration of the most recent innovations in the field of Mathematics Education and Teaching, through exclusive and detailed Masterclasses. 

Boost your professional profile with TECH and enjoy a set of exclusive Masterclasses, led by a renowned international expert in the area of Mathematics Education” 

This Postgraduate diploma in Design and Development of Mathematics Teaching Materials for the Pre-School Classroom contains the most complete and up-to-date educational program on the market. Its most notable features are:

• The examination of practical cases presented by experts in Mathematics teaching 
• The graphic, schematic and practical contents of the book provide technical and practical information on those disciplines that are essential for professional practice. 
• Practical exercises where the self-assessment process can be carried out to improve learning 
• Its special emphasis on innovative methodologies  
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection. 

You will explore the most advanced and innovative pedagogical methodologies, so that your classes become dynamic, inclusive and highly educational environments" 

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.  

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations.  

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the course. For this purpose, students will be assisted by an innovative interactive video system created by renowned and experienced experts.   

Teaching Mathematics through fun and multidisciplinary practices will be your goal on this program"

The best program on the academic market to get you up to date on the most advanced learning theories in a 100% online way"

The program's syllabus has been designed by the teaching team in accordance with TECH's criteria: originality, thoroughness, accuracy and dynamism. As such, a comprehensive and innovative syllabus has been developed, in which students will find the essential information to update their teaching skills based on the latest trends in Mathematics teaching. As such, through 540 hours of theoretical, practical and supplementary material, you will receive 100% online professional development at the highest level which will help you to achieve even your most ambitious objectives.  

Are you aware of the benefits of using the Internet in education? This program will teach you the best strategies to employ it in a healthy and child-safe manner"

Module 1. Methodology and Classroom-Based Learning in Pre-school Education

1.1. Globalized Teaching in Pre-school Education

1.1.1. Cooperative Learning
1.1.2. Project Method
1.1.3. Play
1.1.4. Mathematics Corner
1.1.5. Daily Activities (Routines)
1.1.6. Workshops
1.1.7. Large Regulated Group Activities

1.2. Construction of Mathematical Knowledge in Pre-school Education

1.2.1. Introduction
1.2.2. Models for the Teaching-Learning of Mathematics
1.2.3. Specificity and Significance of Mathematical Knowledge
1.2.4. Learning and Management of Didactic Variables
1.2.5. Errors and Obstacles in Mathematical Learning

1.3. Mathematics Curriculum in Pre-school Education

1.3.1. Introduction
1.3.2. Didactic Transposition
1.3.3. General Considerations for the Mathematics Curriculum in Pre-school Education
1.3.4. National Council of Teachers of Mathematics (NCTM) Considerations
1.3.5. Curriculum and Inferential Relationships in Pre-school Education
1.3.6. Inferential Elements in Pre-school Education
1.3.7. School Mathematics Curriculum and Relationship Building
1.3.8. Argument and Mathematical Discourse in Pre-school Education

1.4. Creativity in Mathematics. Intelligence Bits Method

1.4.1. Introduction
1.4.2. Main Creativity Theories
1.4.3. Principles of School Mathematics
1.4.4. Mathematics Standards
1.4.5. Intelligence Bits Method

1.5. Methodological Proposals for Students with Educational Needs

1.5.1. Introduction
1.5.2. Create a Learning Environment to Include Children's Diversity
1.5.3. Diversity of the Classroom in Today's Society
1.5.4. Inclusive Classroom Climate as an Educational Response to Diversity
1.5.5. Methodological Change
1.5.6. Mathematical Knowledge is Built From One's Own Experience
1.5.7. Teaching Methods of Mathematics
1.5.8. Fundamental Principles
1.5.9. Description of the Method

1.6. Principles of Didactic Methodology for the Teaching-Learning of Mathematics in Pre-School Education

1.6.1. Methodology
1.6.2. Basic Methodological Lines
1.6.3. Child Stimulation
1.6.4. Sequence of Learning
1.6.5. Characteristics of Learning Assessment
1.6.6. Evaluation Tools

1.7. Theory of Didactical Situations

1.7.1. Introduction
1.7.2. Didactic Contract
1.7.3. TDS-Based Learning
1.7.4. Analysis of Real Situations
1.7.5. Variables and their Management

1.8. Teaching Resources and Activities

1.8.1. Main Principles of Mathematical Learning
1.8.2. Strategies that Create a Positive Predisposition Toward Mathematics
1.8.3. Logical-Mathematical Materials and Resources. Utilities
1.8.4. Non-Material Resources
1.8.5. Mathematical Activities Suitable for Pre-school
1.8.6. Constructive Logical-Mathematical Activities

1.9. Analysis of Objectives, Contents and Evaluation Criteria

1.9.1. Analysis of Objectives (First Cycle)
1.9.2. Analysis of Objectives (Second Cycle)
1.9.3. Content Analysis
1.9.4. Evaluation Criteria (First Cycle)
1.9.5. Criteria of Evaluation (Second Cycle)

1.10. Evaluation in Pre-school Education

1.10.1. Introduction
1.10.2. Characteristics of Pre-school Evaluation
1.10.3. Evaluation of Teaching in Pre-school Education
1.10.4. Evaluation of Learning in Pre-school Education
1.10.5. Regulatory Framework
1.10.6. Headings

Module 2. Design and Development of Didactic Materials: Mathematics Workshop/Mathematics Games

2.1. Mathematics Teaching Materials

2.1.1. Introduction
2.1.2. Teaching Resources
2.1.3. Disadvantages of Teaching Materials
2.1.4. Advantages of Teaching Materials
2.1.5. Factors for the Utilization of Didactic Material
2.1.6. Functions of Teaching Materials
2.1.7. Didactic Material in the Teaching-Learning Process
2.1.8. Types of Material

2.2. Introduction to the Design and Development of Teaching Materials

2.2.1. Introduction
2.2.2. Introduction to the Design of Teaching Materials
2.2.3. Establishment of a Didactic Situation
2.2.4. Design and Development of Didactic Material
2.2.5. Didactic material to Support the Teaching-Learning Process
2.2.6. Adequacy of the Material for Teaching Purposes
2.2.7. Assessment of Didactic Material
2.2.8. Self-evaluation

2.3. Manipulative Materials

2.3.1. Introduction
2.3.2. Logic Blocks
2.3.3. The Abacus
2.9.4. Multibase Blocks
2.3.5. Cuisenaire Strips
2.3.6. The Geoplane
2.3.7. Tangram
2.3.8. Meters, Scales and Graduated Glasses
2.3.9. Other Materials

2.4. Use of Manipulative Materials in the Classroom

2.4.1. Active and Participative Methodology
2.4.2. Manipulative Materials
2.4.3. Introducing Manipulative Materials in the Classroom through Challenges
2.4.4. Criteria for Manipulative Materials
2.4.5. Development of the Students
2.4.6. The Teacher as Project Guide
2.4.7. Mathematical Contents for the Elaboration of Manipulative Materials
2.4.8. Classroom Work Project
2.4.9. The Teacher and Teaching Materials

2.5. Numerical Learning Materials

2.5.1. Introduction
2.5.2. Types of Numbers: Natural, Integer, Fractional and Decimal Numbers
2.5.3. Contents
2.5.4. Logical-Mathematical Thinking
2.5.5. Materials for Working with Integers
2.5.6. Materials for Working with Fractions
2.5.7. Materials for Working with Decimals
2.5.8. Materials for Working with Operations
2.5.9. Crafts for Learning Numbers

2.6. Materials for Learning to Measure

2.6.1. Introduction
2.6.2. Units and Instruments for the Measurement of Magnitudes
2.6.3. Contents of the Measurement Block
2.6.4. Teaching Resources
2.6.5. Materials for Working with Units of Length
2.6.6. Materials for Working with Units of Mass
2.6.7. Materials to Work with Capacity or Volume Units
2.6.8. Materials to Work with Surface Units
2.6.9. Materials to Work with Time and Money Units

2.7. Geometric Learning Materials

2.7.1. Block 3: Geometry
2.7.2. Importance of Geometry
2.7.3. Puzzle of the Blind Hen
2.7.4. Square Geoplane
2.7.5. Orient Yourself
2.7.6. The Boat Game
2.7.7. Chinese Tangram
2.7.8. Memory Game

2.8. Comic Books for Learning Mathematics

2.8.1. Introduction
2.8.2. Comic Concept
2.8.3. Comic Structure
2.8.4. Educational Uses of Digital Comics
2.8.5. Objectives Achieved According to Experiences Developed
2.8.6. Proposed Method of Use
2.8.7. How to Use it According to the Teaching Cycles?
2.8.8. Proposed Activities
2.8.9. Comics, ICT and Mathematics

2.9. Audiovisual Resources in the Teaching-Learning of Mathematics

2.9.1. Audiovisual Language: A New Language, A New Method
2.9.2. Benefits of Audiovisual Language in Education
2.9.3. Audiovisual Competence in the Classroom
2.9.4. 10 Principles for the Use of Audiovisuals in the Classroom
2.9.5. Audiovisual Resources and the Teaching of Mathematics
2.9.6. Importance of the Use of New Technologies in Mathematics
2.9.7. Video in Mathematics
2.9.8. Mathematical Photography

2.10. The Game in the Teaching Methods of Mathematics

2.10.1. Introduction
2.10.2. Game Concept
2.10.3. The Importance of the Game
2.10.4. The Importance of Games in Mathematics
2.10.5. Advantages of the Game
2.10.6. Disadvantages of the Game
2.10.7. Phases of the Game
2.10.8. Strategies
2.10.9. Mathematical Games

Module 3. ICT in Pre-school and Primary Education. Development of Interactive Materials for the Classroom Workshops

3.1. Information and Communication Technologies

3.1.1. What are ICTs?
3.1.2. Theoretical Framework
3.1.3. General Characteristics of ICTs
3.1.4. ICT Issues in Education
3.1.5. Need for the Use of ICTs in Educational Institutions
3.1.6. Use of ICT in Educational Centers
3.1.7. ICT Integration Plan

3.2. Needs for the Implementation of ICT in the Classroom

3.2.1. Equipment
3.2.2. Education
3.2.3. Role of the Coordinator
3.2.4. The Teacher and ICT
3.2.5. ICT in Pre-school Classrooms
3.2.6. ICT Projects
3.2.7. ICT in Primary School Education
3.2.8. ICT in Education: Disadvantages
3.2.9. ICT Assessment

3.3. ICT in Pre-school Education

3.3.1. ICT in Pre-school Classrooms
3.3.2. ICTs in the Legal Framework of Pre-school Education
3.3.3. ICT and Gardner's Multiple Intelligences
3.3.4. Some Possible Uses of ICT in Pre-school
3.3.5. The Computer Corner
3.3.6. Approach to the Potential of ICTs in Pre-school Education
3.3.7. Teaching Methods of Mathematics in Pre-School
3.3.8. ICT Resources for Pre-school Education

3.4. ICT in Primary School Education

3.4.1. Impacts of ICT in Primary School School Education
3.4.2. Incorporation of ICTs in Education: Possibilities and Challenges
3.4.3. Educational Legislation: ICT in Primary Education BORRAR
3.4.4. Advantages and Disadvantages of ICT Incorporation
3.4.5. New Teaching Methodologies Supported by ICT: an Active and Constructive Pedagogy
3.4.6. Inclusion of Virtual Platforms in the Teaching-Learning Process
3.4.7. Adaptation of a New Methodology. Online and Virtual Teaching
3.4.8. Educational Applications

3.5. Use of ICTs and Active Methodologies

3.5.1. Active Methodologies
3.5.2. Advantages
3.5.3. Educational Principles of Active Methodologies
3.5.4. Active Methodologies with the use of ICT
3.5.5. Project Based Learning
3.5.6. Collaborative and Cooperative Learning
3.5.7. Service Learning in the use of ICT
3.5.8. Flipped Classroom
3.5.9. Problem-Based Learning

3.6. IT Resources for the Mathematics Classroom

3.6.1. Tablets in Education
3.6.2. ICT in Primary School School Education, a Formative Proposal
3.6.3. Best Tools for your Math Class according to AulaPlaneta
3.6.4. ICT Resources for Pre-school Education

3.7. Computer and Internet in Education

3.7.1. Computer-Assisted Learning
3.7.2. Internet
3.7.3. Internet and the Expansion of the Educational Framework
3.7.4. Benefits of the Internet in Education
3.7.5. Disadvantages of the Internet on Education
3.7.6. Mathematics on the Internet
3.7.7. Websites to Work on Mathematics

3.8. Gamification in the Classroom

3.8.1. What is Gamification and Why Is It Important?
3.8.2. Elements of Gamification
3.8.3. Gamification Objectives
3.8.4. Fundamentals of Gamification in the Teaching-Learning Process
3.8.5. How to Gamify in Education?
3.8.6. Gamification in Pre-school Education
3.8.7. Rewards Classification
3.8.8. Gamification vs. Ludification
3.8.9. Negative Aspects of Gamification
3.8.10. ICT Use in Gamification

3.9. ICT Tools and Resources for Assessment

3.9.1. Evaluation
3.9.2. ICT as a Means of Assessment
3.9.3. ICT Assessment Tools
3.9.4. Other Tools to Assess in a Different Way

3.10. ICT in the Attention to Special Needs Education

3.10.1. Legal Framework BORRAR
3.10.2. How ICT Supports Students with SEN?
3.10.3. ICT for Students with Physical Disabilities
3.10.4. ICT in students with Mental Disabilities
3.10.5. ICT for Students with Auditory Disabilities
3.10.6. ICT for Students with Visual Disabilities
3.10.7. Pervasive Developmental Disorders
3.10.8. ICT Resources for SEN

A program with which you will revolutionize education through the design of the best and most innovative teaching materials and you will become a reference in the teaching of Mathematics”