Thanks to this 100% online Professional Master's Degree you will get an advanced and agile knowledge about Mathematics Didactics through gamification"

Mathematics is key for human beings to understand their environment and  progress within it. In addition, new career opportunities indicate that this subject is of utmost importance to perform jobs in the digital and industrial fields. Technological advances  have also reached the classroom, so today's teacher must not only have extensive knowledge of the subject to be taught, but of all the educational tools and techniques available to them.
The inclusion of ICT in schools, even at an early age, goes hand in hand with an increasingly digitalized society. In this scenario, the professional must be able to design and implement traditional and interactive programs that enhance Logical-Mathematical Thinking or facilitate the acquisition of basic concepts of algebra, arithmetic or Mental Arithmetic.

Over 12 months, this Professional Master's Degree provides the most advanced and up-to-date information on Teaching Mathematics in Pre-School and Primary School, with the main objective of ensuring that students obtain the necessary knowledge to advance in educational field. For this purpose, a specialist faculty has prepared a  theoretical-practical syllabus which examines the main teaching methodologies and resources that can be used to teach basic and initial mathematical concepts,.

In addition, the Relearning system, based on the repetition of content, will facilitate the acquisition of knowledge in a much more natural and progressive way. Furthermore, thanks to this method, students will reduce the long hours of study that are so common with other methodologies.

This is why teachers have an excellent opportunity to take a flexible university program that is compatible with their professional and work responsibilities. Therefore, to access the syllabus, they only need a computer or tablet from which to connect at any time of the day. With no classroom attendance or fixed class schedules, students also have the freedom to distribute the course load according to their needs. All this makes this program an ideal option for people who wish to obtain  a Professional Master's Degree without neglecting other areas of their life.

If you want to grow professionally, this Professional Master's Degree offers you all the educational resources you need for your classes. Enroll now”  

This Professional Master's Degree in Teaching Mathematics in Pre-School and Primary School contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in Teaching Mathematics in Pre-School and Primary School
• The graphic, schematic and eminently practical contents with which it is conceived gather scientific and practical information on those disciplines that are indispensable for professional practice
• Practical exercises where self-assessment can be used 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

This is an academic option that will show you the most commonly used board games to work on problems with children in pre-school and primary school"

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.  

A university program that will allow you to explore the counting principles of Piaget, Gelman and Gallistel's theory in a more dynamic way"

Gain 24-hour access to the most up-to-date content on Core Standards, EntusiasMat, JUMP Math and ABN methodologies"

TECH employs the latest teaching technology in its programs. Therefore, in this Professional Master’s Degree program, students will find teaching resources in the form of video summaries, videos in detail or interactive diagrams. These tools are complemented by further reading and case studies, which will allow students to broaden their knowledge and bring them closer to situations that are directly applicable their classrooms. With all this, the professional will be able to further develop Logical-Mathematical Thinking in Pre-School, using a range of Mathematics teaching methodologies and ICT tools.

This online program shows you how to use the Japanese abacus, the flash method or GeoGebra to teach Mental Srithmetic to children in Pre-School and Primary School"

Module 1. Logical-Mathematical Thinking in Pre-School

1.1. Logical-Mathematical Thinking

1.1.1. What is Mathematical Logic?
1.1.2. How is Mathematical Knowledge Acquired?
1.1.3. The Formation of Logical-Mathematical Concepts at an Early Age
1.1.4. Mathematical Concepts
1.1.5. Characteristics of Logical-Mathematical Thinking

1.2. Training Logical-Mathematical Development Skills

1.2.1. Cognitive Development (Piaget)
1.2.2. Evolutionary Stages
1.2.3. Division of Thought in Knowledge (Piaget)
1.2.4. Evolution of Logical-Mathematical Knowledge
1.2.5. Physical Knowledge vs. Logical-Mathematical Knowledge
1.2.6. Knowledge of Space and Time

1.3. Development of Logical-Mathematical Thinking

1.3.1. Introduction
1.3.2. Knowledge and Reality
1.3.3. Development of Mathematical Knowledge
1.3.4. Development of Logical Thinking by Age
1.3.5. Components of Logical Development
1.3.6. Mathematical Language
1.3.7. Logical-Mathematical Development and Core Curriculum

1.4. Psychopedagogical Foundations in the Construction of Mathematical Knowledge

1.4.1. Sensorimotor Intelligence
1.4.2. Formation of Objective - Symbolic Thinking
1.4.3. Formation of Concrete-Logical Thinking
1.4.4. Reasoning and its Types
1.4.5. Bloom's Taxonomy in the Development of Logical-Mathematical Thinking

1.5. Logical-Mathematical Learning I

1.5.1. Introduction
1.5.2. Structuring of the Body Scheme

1.5.2.1. Body Concept
1.5.2.2. Body image
1.5.2.3. Postural Adjustment
1.5.2.4. Coordination

1.6. Notions of Order

1.6.1. Comparison
1.6.2. Correspondence
1.6.3. Quantifiers
1.6.4. Quantity Conservation
1.6.5. Sets or Groupings
1.6.6. Formation of Sets
1.6.7. Numerical Cardinality
1.6.8. The Number Concept
1.6.9. Comparison of Sets
1.6.10. Set Equivalence
1.6.11. Recognition of Natural Numbers
1.6.12. Ordinal Numbers
1.6.13. Mathematical Operations: Addition and Subtraction

1.7. Prenumerical Knowledge: Classification

1.7.1. What is Classification?
1.7.2. Processes
1.7.3. Types of Classification
1.7.4. Cross Classifications
1.7.5. Classification Games

1.8. Seriation Games

1.8.1. Importance of Making Series
1.8.2. Logical Operations in the Construction of Series
1.8.3. Types of Series
1.8.4. Seriation in Pre-school Education
1.8.5. Seriation Games

1.9. Prenumerical Knowledge: Enumeration

1.9.1. Conceptualization and Function of Enumeration
1.9.2. Logical Operations Involved in Enumeration
1.9.3. Enumeration in Pre-school Education Design of Activities
1.9.4. Design of Activities
1.9.5. Task-Based Achievements

1.10. Representation and Manipulative Mathematics

1.10.1. Development of Logical-Mathematical Thinking Through the Senses
1.10.2. Representation, Visualization and Reasoning
1.10.3. Design of Activities Supported by Representation
1.10.4. Manipulative Mathematics: Functions and Resources
1.10.5. Design of Activities that Rely on Manipulation

Module 2. Methodology and Classroom-Based Learning in Pre-school Education

2.1. Globalized Teaching in Pre-school Education

2.1.1. Cooperative Learning
2.1.2. Project Method
2.1.3. Play
2.1.4. Mathematics Corner
2.1.5. Daily Activities (Routines)
2.1.6. Workshops
2.1.7. Large Regulated Group Activities

2.2. Construction of Mathematical Knowledge in Pre-school Education

2.2.1. Introduction
2.2.2. Models in the Teaching-Learning of Mathematics
2.2.3. Specificity and Significance of Mathematical Knowledge
2.2.4. Learning and Management of Didactic Variables
2.2.5. Errors and Obstacles in Mathematical Learning

2.3. Mathematics Curriculum in Pre-school Education

2.3.1. Introduction
2.3.2. Didactic Transposition
2.3.3. General Considerations of the Mathematics Curriculum in Pre-school Education
2.3.4. NCTM Considerations
2.3.5. Curriculum and Inferential Relationships in Pre-school Education
2.3.6. Inferential Elements in Pre-school Education
2.3.7. School Mathematics Curriculum and Relationship Building
2.3.8. Argument and Mathematical Discourse in Pre-school Education

2.4. Creativity in Mathematics Intelligence Bits Method

2.4.1. Introduction
2.4.2. Main Creativity Theories
2.4.3. Principles of School Mathematics
2.4.4. Mathematics Standards
2.4.5. Intelligence Bits Method

2.5. Methodological Proposals for Students with Educational Needs

2.5.1. Introduction
2.5.2. Create a Learning Environment to Include Children's Diversity
2.5.3. Diversity of the Classroom in Today's Society
2.5.4. Inclusive Classroom Climate as an Educational Response to Diversity
2.5.5. Methodological Change
2.5.6. Mathematical Knowledge is Built From One's Own Experience
2.5.7. Mathematics Teaching
2.5.8. Fundamental Principles
2.5.9. Description of the Method

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

2.6.1. Methodology
2.6.2. Basic Methodological Lines
2.6.3. Child Stimulation
2.6.4. Sequence of Learning
2.6.5. Characteristics of Learning Assessment
2.6.6. Evaluation Tools

2.7. Didactic Situations Theory

2.7.1. Introduction
2.7.2. Didactic Contract
2.7.3. TDS-Based Learning
2.7.4. Analysis of Real Situations
2.7.5. Variables and their Management

2.8. Teaching Resources and Activities

2.8.1. Main Principles of Mathematical Learning
2.8.2. Strategies that Create a Favorable Predisposition Toward Mathematics
2.8.3. Logical-Mathematical Materials and Resources Utilities
2.8.4. Non-Material Resources
2.8.5. Mathematical Activities Suitable for Pre-school
2.8.6. Constructive Logical-Mathematical Activities

2.9. Analysis of Objectives, Contents and Evaluation Criteria

2.9.1. Analysis of Objectives (First Cycle)
2.9.2. Analysis of Objectives (Second Cycle)
2.9.3. Content Analysis
2.9.4. Evaluation Criteria (First Cycle)
2.9.5. Criteria of Evaluation (Second Cycle)

2.10. Evaluation in Pre-school Education

2.10.1. Introduction
2.10.2. Characteristics of Pre-school Evaluation
2.10.3. Evaluation of Teaching in Pre-school Education
2.10.4. Evaluation of Learning in Pre-school Education
2.10.5. Regulatory Framework
2.10.6. Headings

Module 3. Arithmetic, Algebra, Geometry and Measurement Games with Numbers

3.1. Initiation to Number

3.1.1. Number Concept
3.1.2. Construction of the Number Structure
3.1.3. Numerical Development: Counting

3.1.3.1. Phases in Learning the Numerical Sequence

3.1.3.1.1. Rope or String Level
3.1.3.1.2. Unbreakable Chain Level
3.1.3.1.3. Breakable Chain Level
3.1.3.1.4. Numerable Chain Level
3.1.3.1.5. Bidirectional Chain Level

3.1.4. Counting Principles

3.1.4.1. One-to-one Correspondence Principle
3.1.4.2. Stable Order Principle
3.1.4.3. Cardinality Principle
3.1.4.4. Abstraction Principle
3.1.4.5. Irrelevance of Order Principle

3.1.5. Procedures used by the Child in Counting

3.1.5.1. Term to Term Correspondence
3.1.5.2. Subset to Subset Correspondence
3.1.5.3. Purely Visual Estimation
3.1.5.4. Subitizing
3.1.5.5. Count the Elements of a Collection
3.1.5.6. Recount
3.1.5.7. Discount
3.1.5.8. Overcount
3.1.5.9. Calculation Procedures

3.1.6. Fundamental Cardinal and Ordinal Situations
3.1.7. The Importance of Zero
3.1.8. Strategies to Enhance the Concept and Use of Number

3.2. Number Acquisition Process

3.2.1. Introduction
3.2.2. Number Concept

3.2.2.1. Perception of General Quantities
3.2.2.2. Distinguishing and Comparing Quantities of Objects
3.2.2.3. Uniqueness Principle
3.2.2.4. Generalization
3.2.2.5. Summative Action
3.2.2.6. Capture of Named Quantities

3.2.2.6.1. Oral Numeric Series
3.2.2.6.2. Counting Objects
3.2.2.6.3. Cardinal Representation
3.2.2.6.4. Compare Magnitudes

3.2.2.7. Identification of the Name with its Representation
3.2.2.8. Invariance of Named Quantities

3.2.3. From Experimental Psychology

3.2.3.1. Distance Effect
3.2.3.2. Size Effect
3.2.3.3. Numerical Spatial Arrangement

3.2.4. From Developmental Psychology

3.2.4.1. Behavioral, Cognitive and Constructivist Theory

3.2.4.1.1. Exercise Law
3.2.4.1.2. Law of Effect

3.2.5. Theories on the Process of Number Acquisition
3.2.6. Piaget

3.2.6.1. Stages
3.2.6.2. Requirements for the Understanding of the Notion of Number

3.2.7. Dienes

3.2.7.1. Principles

3.2.7.1.1. Dynamic Principle
3.2.7.1.2. Constructive Principle
3.2.7.1.3. Economic Variability Principle
3.2.7.1.4. Constructive Variability Principle

3.2.7.2. Stages

3.2.7.2.1. Free Play
3.2.7.2.2. Game with Rules
3.2.7.2.3. Isomorphic Games
3.2.7.2.4. Representation
3.2.7.2.5. Description
3.2.7.2.6. Deduction

3.2.8. Mialaret

3.2.8.1. Stages

3.2.8.1.1. Action Itself
3.2.8.1.2. Action Accompanied by Language
3.2.8.1.3. Conduct of the Narrative
3.2.8.1.4. Application of the Story to Real Situations
3.2.8.1.5. Graphical Expression of the Actions already Reported and Represented
3.2.8.1.6. Symbolic Translation of the Studied Problem

3.2.9. Information Processing

3.2.9.1. Numerical Apprehension Model
3.2.9.2. Pre-linguistic Numerical Skills

3.2.10. Counting Principles (Gelman and Gallistel)

3.2.10.1. Biunivocal Correspondence Principle
3.2.10.2. Stable Order Principle
3.2.10.3. Cardinality Principle
3.2.10.4. Abstraction Principle
3.2.10.5. Inconsequence of Order Principle

3.2.11. Comparison of Counting Principles between Piaget's, Gelman's and Gallistel's Theory

3.3. Informal Arithmetic I

3.3.1. Introduction
3.3.2. Towards an Informal and Intuitive Arithmetic in Pre-school Education

3.3.2.1. Recognize Quantities
3.3.2.2. Relate Quantities
3.3.2.3. Operate Quantities

3.3.3. Objectives
3.3.4. Early Arithmetic Skills

3.3.4.1. Preservation of Inequality

3.3.5. Arithmetic Skills and Chants

3.3.5.1. Preliminary Considerations

3.3.5.1.1. Socio-Cognitive Conflict
3.3.5.1.2. Role of the Language
3.3.5.1.3. Creation of Contexts

3.3.5.2. Procedures and Mastery of the Chants

3.4. Informal Arithmetic II

3.4.1. Memorization of Numerical Facts

3.4.1.1. Activities to Work on Memorization
3.4.1.2. Domino
3.4.1.3. Hopscotch

3.4.2. Didactic Situations for the Introduction of Addition

3.4.2.1. Dialed Number Game
3.4.2.2. Race to 10
3.4.2.3. Christmas Greetings

3.5. Basic Arithmetic Operations

3.5.1. Introduction
3.5.2. Additive Structure

3.5.2.1. Phases of Mialaret

3.5.2.1.1. Approach Through Manipulation
3.5.2.1.2. Action Accompanied by Language
3.5.2.1.3. Mental Work Supported by Verbalization
3.5.2.1.4. Purely Mental Work

3.5.2.2. Strategies to Add
3.5.2.3. Initiation to Subtraction
3.5.2.4. Addition and Subtraction

3.5.2.4.1. Direct and Object Modeling
3.5.2.4.2. Counting Sequences
3.5.2.4.3. Recalled Numeric Data
3.5.2.4.4. Strategies to Add
3.5.2.4.5. Subtraction Strategies

3.5.3. Multiplication and Division
3.5.4. Arithmetic Problem Solving

3.5.4.1. Addition and Subtraction
3.5.4.2. Multiplications and Divisions

3.6. Space and Geometry in Pre-school Education

3.6.1. Introduction
3.6.2. Objectives Proposed by the NCTM
3.6.3. Psychopedagogical Considerations
3.6.4. Recommendations for Teaching Geometry
3.6.5. Piaget and his Contribution to Geometry
3.6.6. Van Hiele Model

3.6.6.1. Levels

3.6.6.1.1. Visualization or Recognition
3.6.6.1.2. Analysis
3.6.6.1.3. Sorting and Classification
3.6.6.1.4. Rigor

3.6.6.2. Learning Phases

3.6.6.2.1. Phase 1: Consultancy
3.6.6.2.2. Phase 2: Directed Guidance
3.6.6.2.3. Phase 3: Explication
3.6.6.2.4. Phase 4: Guidance
3.6.6.2.5. Phase 5: Integration

3.6.7. Geometry Types

3.6.7.1. Topological
3.6.7.2. Projective
3.6.7.3. Metrics

3.6.8. Visualization and Reasoning

3.6.8.1. Spatial Orientation
3.6.8.2. Spatial Structuring
3.6.8.3. Gálvez y Brousseau

3.6.8.3.1. Microspace
3.6.8.3.2. Mesospace
3.6.8.3.3. Macrospace

3.7. Magnitudes and their Measurement

3.7.1. Introduction
3.7.2. Construction of the Notion of Magnitude in the Child

3.7.2.1. Piagetian Phases in the Construction of Magnitudes

3.7.2.1.1. Consideration and Perception of a Magnitude
3.7.2.1.2. Conservation of Magnitude
3.7.2.1.3. Ordering with Respect to Magnitude
3.7.2.1.4. Correspondence of Numbers to Quantities of Magnitude

3.7.2.2. Stages in the Construction of the Measure

3.7.2.2.1. Direct Perceptual Comparison
3.7.2.2.2. Displacement of Objects
3.7.2.2.3. Operability of the Transitive Property

3.7.2.3. Stages in the Teaching-Learning of Magnitudes

3.7.2.3.1. Sensory Stimulation
3.7.2.3.2. Direct Comparison
3.7.2.3.3. Indirect Comparison
3.7.2.3.4. Choice of Unit
3.7.2.3.5. Irregular Measurement System
3.7.2.3.6. Regular Measurement System

3.7.3. Measuring Magnitudes
3.7.4. Length Measurement
3.7.5. Length Measurement
3.7.6. Measurement of Capacity and Volume
3.7.7. Measurement of Time
3.7.8. Phases of the Different Magnitudes

3.7.8.1. Preparation Phase
3.7.8.2. Measurement Practice Phase
3.7.8.3. Consolidation Phase of Techniques and Concepts

3.8. Play in Pre-school Education

3.8.1. Introduction
3.8.2. Objectives
3.8.3. Playing Features
3.8.4. Evolution of the Game

3.8.4.1. Types of Games

3.8.4.1.1. Functional Game
3.8.4.1.2. Imitation or Symbolic Play
3.8.4.1.3. Game with Rules
3.8.4.1.4. Construction Game

3.8.5. Chance and Strategy
3.8.6. Competition in the Games
3.8.7. Didactic Considerations on the Game

3.9. Didactic Resources of the Game

3.9.1. Games and Logical Thinking

3.9.1.1. Three in a Row
3.9.1.2. Quarto
3.9.1.3. Portrait Games

3.9.2. Quantitative Games

3.9.2.1. Number to Compare

3.9.2.1.1. Home!

3.9.2.2. Number to Calculate

3.9.2.2.1. Couples
3.9.2.2.2. No more!
3.9.2.2.3. Cat and Mouse

3.9.3. Games and the Structure of Space

3.9.3.1. Puzzles

3.9.3.1.1. Two-Color Paintings
3.9.3.1.2. The Hex

3.10. Games in Different Spaces

3.10.1. Introduction
3.10.2. Games in the Classroom

3.10.2.1. The Butterfly Game
3.10.2.2. The Partitioning Game
3.10.2.3. Image Trains
3.10.2.4. The Newspaper
3.10.2.5. Flat Figures
3.10.2.6. The Containers

3.10.3. Games in Psychomotor Skills

3.10.3.1. Working with Sizes
3.10.3.2. Classify
3.10.3.3. We Play with the Hoops

3.10.4. Outdoor Games
3.10.5. Mathematical Games with ICT

3.10.5.1. Playing with the Turtle's Mind
3.10.5.2. Geometric Figures
3.10.5.3. For 3-Year-Old Students
3.10.5.4. Variety of Activities
3.10.5.5. Didactic Unit

Module 4. Problem Solving and Mental Arithmetic

4.1. Problem in Pre-school Education

4.1.1. Methodological Considerations
4.1.2. Psychopedagogical Considerations of the Initiation of Problem Idea Representation
4.1.3. What is a Problem?
4.1.4. How to Pose Problems in Pre-school?

4.2. Idea of a Problem to be Introduced in Pre-school Education

4.2.1. Why do We Solve Problems?
4.2.2. Perspectives for the Inclusion of Comprehension and Problem Solving in Pre-school Education
4.2.3. Specific Didactic Contract for Problem Solving in Pre-school Education
4.2.4. Most Appropriate Models for Introducing the idea of Problem in Pre-school Education
4.2.5. Reading and Understanding Statements

4.2.5.1. Factors of Understanding Statements

4.2.6. Didactic Variables of the Statements

4.3. Towards a Didactic Approach to the Introduction to the idea of Problem in Pre-school Education

4.3.1. Factors to be Taken into Consideration in the Approach and Resolution of Problems in Pre-school
4.3.2. Learning Logical-Mathematical Concepts Through Problem Solving

4.3.2.1. Heuristic Strategies
4.3.2.2. Technique Most Commonly Used at These Ages for Problem Solving
4.3.2.3. Numerical Strategies

4.3.3. Various Situations for the Teaching of Proposition and Problem Solving
4.3.4. Problem Solving Constituent Elements of a Problem

4.3.4.1. Problems that Serve as Exercises to Practice the Problem Idea

4.3.5. Main Recommendations for Approaching the Problem Idea in Pre-school Education

4.4. Mathematical Value of Stories

4.4.1. Pre-school Learning and Mathematics
4.4.2. Stories and Mathematics
4.4.3. Examples of Stories and Mathematical Learning

4.4.3.1. Logical Development
4.4.3.2. Numerical Development
4.4.3.3. Development of Magnitudes and their Measurement
4.4.3.4. Development of Geometric Thinking
4.4.3.5. Problem Solving

4.5. Logical Basis of Mental Arithmetic in Pre-school Education

4.5.1. Logical Operations

4.5.1.1. Classifications
4.5.1.2. Relationships of Order

4.5.2. Mental Arithmetic, Written Arithmetic and Estimated Arithmetic
4.5.3. Counting Process
4.5.4. Phases for Learning the Counting Activity

4.6. Informal Arithmetic

4.6.1. Arithmetic Strategy
4.6.2. Comparison and Equivalence
4.6.3. Composition and Decomposition
4.6.4. Initiation to Operational Activity: Adding, Subtracting, Folding and Distributing

4.7. Mental Arithmetic in Pre-school Education

4.7.1. Calculation Examples for Pre-school Education
4.7.2. Perform Calculation by Manipulating Material
4.7.3. Calculation Without Material Handling
4.7.4. Proposal for Mental Arithmetic in Pre-school Education

4.7.4.1. Guessing Game
4.7.4.2. It is Learned by Heart

4.7.5. Mechanics Acquired at the End of Pre-school Education
4.7.6. Resources to Achieve Apprenticeships
4.7.7. Practical Issues

4.8. Resource Bank for Calculation in Pre-school Education

4.8.1. Abacus

4.8.1.1. Description
4.8.1.2. Possibilities for Didactic Use
4.8.1.3. Classroom Didactic Situations

4.8.2. Multibase Blocks

4.8.2.1. Description
4.8.2.2. Possibilities for Didactic Use
4.8.2.3. Classroom Didactic Situations

4.8.3. Cuisenaire Strips

4.8.3.1. Description
4.8.3.2. Possibilities for Didactic Use
4.8.3.3. Classroom Didactic Situations

4.8.4. Domino

4.8.4.1. Description
4.8.4.2. Possibilities for Didactic Use
4.8.4.3. Classroom Didactic Situations

4.8.5. Battle Game

4.8.5.1. Description
4.8.5.2. Possibilities for Didactic Use
4.8.5.3. Classroom Didactic Situations

4.9. Open Number Based Calculus Method (ABN)

4.9.1. What is the ABN Algorithm Method?

4.9.1.1. Quantity and Cardinality of Sets
4.9.1.2. Number Structure and Set Comparison

4.9.1.2.1. Figurative Representation
4.9.1.2.2. Symbolic Representation
4.9.1.2.3. Symbol-Sign Representation
4.9.1.2.4. Representation by Signs

4.9.1.3. Counting Well Over Ten
4.9.1.4. Number Transformations First Operations

4.9.2. Background of the ABN Method
4.9.3. Intuitive Approach vs. Traditional Approach

4.10. ABN Method Activities Proposal

4.10.1. Block 1: Numerical and Cardinal

4.10.1.1. Search for Equivalent Sets
4.10.1.2. Establishment of a Physical Pattern
4.10.1.3. Pattern Sorting
4.10.1.4. Numeric String Start of Counting
4.10.1.5. Subitization
4.10.1.6. Estimate

4.10.2. Block 2: Number Structure and Comparison

4.10.2.1. Introduction to the Ten
4.10.2.2. Ordering, but not Counting
4.10.2.3. Arrangement of Disordered Sets
4.10.2.4. Interaction of Missing Elements
4.10.2.5. Arrangement with Non-Manipulable Material
4.10.2.6. Comparison of Real Objects
4.10.2.7. Comparison of Figurative Elements

4.10.3. Block 3: Number Transformations

4.10.3.1. Number Transformations
4.10.3.2. Addition with the Number Line
4.10.3.3. Subtraction with Toothpicks
4.10.3.4. Finding the Double with Grid
4.10.3.5. Finding Half with the Number Line

4.10.4. Assessment

Module 5. Logical-Mathematical Thinking in Primary School

5.1. Nature and Development of Logical-Mathematical Thinking

5.1.1. Conceptualization
5.1.2. Piaget and Logical-Mathematical Thinking
5.1.3. Definition of Basic Concepts of Piaget's Theories
5.1.4. Logical-Mathematical Thinking in the Pre-School Education Study Plan
5.1.5. Logical-Mathematical Thinking in the Primary School Education Study Plan
5.1.6. Logical-Mathematical Thinking in the NCTM
5.1.7. Ausubel's Significant Learning
5.1.8. Logical-Mathematical Relationships in the Montessori Method

5.2. Bloom's Taxonomy in the Development of Logical-Mathematical Thinking

5.2.1. Benjamin Bloom
5.2.2. Concept
5.2.3. Dimensions
5.2.4. Cognitive Domain Development
5.2.5. Renewal of the Theory
5.2.6. Digital Application
5.2.7. Digital Applications
5.2.8. Criticism

5.3. Prenumerical Knowledge

5.3.1. Introduction
5.3.2. Logical-Mathematical Contents in Pre-school Education
5.3.3. Classification
5.3.4. Centration and Decanting Processes
5.3.5. The Series
5.3.6. Enumeration
5.3.7. Correspondence
5.3.8. Quantity Conservation

5.4. Numerical Knowledge

5.4.1. Number Concept
5.4.2. Numbering Systems
5.4.3. Concept of Number from the Psychology of Development
5.4.4. Concept of Number from the Experimental Psychology
5.4.5. Current Situation in the Teaching of Arithmetic and the Concept of Number
5.4.6. Counting Skills
5.4.7. Classroom Application
5.4.8. The Spelling

5.5. Development of Logical-Mathematical Thinking Through Problem Solving

5.5.1. What is a Problem? Problem Definition
5.5.2. Typology
5.5.3. Problem Solving in Curricular Proposals
5.5.4. Problem Solving Difficulties
5.5.5. Problem-Based Learning

5.6. Difficulties in Learning Mathematics

5.6.1. Learning Difficulties in Primary School Education
5.6.2. Difficulties in the Field of Mathematics
5.6.3. Dyscalculia
5.6.4. Classification
5.6.5. Symptoms
5.6.6. Affected Functions
5.6.7. Suggestions for Working with Children with Dyscalculia
5.6.8. Methods and Instruments to Detect Mathematics Difficulties

5.7. Flipped Classroom and Gamification

5.7.1. Flipped Classroom
5.7.2. Methodology
5.7.3. Phases
5.7.4. Advantages and Disadvantages
5.7.5. Guidelines
5.7.6. Conclusions
5.7.7. Gamification in the Classroom
5.7.8. Gamification and Motivation
5.7.9. Classroom Application

5.8. Cooperative Learning

5.8.1. Cooperative Learning
5.8.2. Methodology
5.8.3. Outline of the Classroom Work
5.8.4. Cooperative Work Groups
5.8.5. Internal Organization of the Groups
5.8.6. Simple Learning Structures 1st and 2nd Grades
5.8.7. Simple Learning Structures 2nd and 4th Grade
5.8.8. Simple Learning Structures 5th and 6th Grade

5.9. Montessori Pedagogy, Reggio Emilia, Waldorf

5.9.1. Alternative Pedagogies
5.9.2. Montessori Pedagogy
5.9.3. Montessori Method
5.9.4. Curriculum
5.9.5. Reggio Emilia Pedagogy
5.9.6. Advantages and Disadvantages of Reggio Emilia Pedagogy
5.9.7. Waldorf Pedagogy
5.9.8. Difference Between Waldorf Education and Traditional Education

5.10. Multiple Intelligences, Entusiasmat, ABN

5.10.1. Theoretical Framework
5.10.2. Linguistic-Verbal Intelligence
5.10.3. Logical-mathematical Intelligence
5.10.4. Spatial or Visual Intelligence
5.10.5. Musical Intelligence
5.10.6. Body-Kinesthetic Intelligence
5.10.7. Intrapersonal Intelligence
5.10.8. Interpersonal Intelligence
5.10.9. Naturalistic Intelligence

Module 6. Arithmetic, Algebra and Measurement Play

6.1. Natural Number and its didactics

6.1.1. Natural Numbers and Decimal Numbering Systems in the School Curriculum
6.1.2. Correspondence
6.1.3. Natural Number
6.1.4. Number Use
6.1.5. Numbering Systems
6.1.6. Decimal Numbering System
6.1.7. Difficulties and Errors
6.1.8. Teaching Stages and Strategies
6.1.9. Materials

6.2. Arithmetic of a Natural Number

6.2.1. Additive Structure
6.2.2. Difficulties and Errors in the Process and Learning of Additive Operations
6.2.3. Structure of Multiplication and Division
6.2.4. Difficulties and Errors in the Learning of Multiplicative Operations
6.2.5. Properties
6.2.6. Additive Problems
6.2.7. Classification of Multiplicative Problems
6.2.8. School Study Plan
6.2.9. Mental Arithmetic Techniques

6.3. Teaching and Learning Rational Numbers

6.3.1. Rational Number and the Study Plan
6.3.2. Fractions
6.3.3. Operations with Fractions
6.3.4. Equivalence
6.3.5. Comparisons of Fractions
6.3.6. Teaching
6.3.7. Materials

6.4. Teaching and Learning Decimal Numbers

6.4.1. Decimal Numbers in the Official Curriculum
6.4.2. History of Decimal Notation
6.4.3. Decimal Numbers
6.4.4. Expanding the Numbering System
6.4.5. Operations with Decimal Places, Decimal Numbers
6.4.6. Decimal Approximation
6.4.7. How Many Decimal Places Does a Fraction Have?
6.4.8. The Introduction of Decimal Places from the Measurement

6.5. Measurement of Magnitudes and its Didactics

6.5.1. Context and History
6.5.2. Magnitudes and Measurement Direct Measures
6.5.3. Objectives of the Teaching of Magnitudes and their Measurement in Primary School Education
6.5.4. Learning to Measure Quantities
6.5.5. Difficulties and Errors in the Learning of Magnitudes and their Measurement
6.5.6. Unit of Measure
6.5.7. Direct Measurement Measurement Procedures
6.5.8. Indirect Measurement and Proportionality
6.5.9. Arithmetic Proportionality

6.6. Geometry in the Plane

6.6.1. Geometry in the Curriculum
6.6.2. Beginning of Geometry
6.6.3. Elements of Geometry
6.6.4. Polygonal
6.6.5. Polygons
6.6.6. Triangles
6.6.7. Quadrilaterals
6.6.8. Curvilinear Figures

6.7. Geometry in Space and Geometric Movements in the Plane

6.7.1. Curricular Considerations
6.7.2. Object Recognition Geometric Objects
6.7.3. Angles in Space
6.7.4. Polyhedra
6.7.5. Round Bodies
6.7.6. Isometries in the Curriculum
6.7.7. What is Symmetry?
6.7.8. Geometric Transformations

6.8. The Contributions of Piaget and the Van Hiele Couple to the Field of Geometry

6.8.1. Piaget's Research on the Development of Geometrical Concepts
6.8.2. The Van Hiele Couple
6.8.3. Level 0 Recognition Display
6.8.4. Level 1 Analysis
6.8.5. Level 2 Informal Deduction
6.8.6. Level 3 Formal Deduction
6.8.7. Level 4 Rigor
6.8.8. Duval's Cognitive Theory

6.9. Statistics and Probability

6.9.1. Statistics and Probability in the School Curriculum
6.9.2. Statistics and its Applications
6.9.3. Basic Concepts
6.9.4. Tables and Graphs
6.9.5. The Language of Probability Calculation
6.9.6. Teaching Statistics and Probability
6.9.7. Stages in Learning Statistics and Probability
6.9.8. Errors and Difficulties in the Learning of Statistics and Probability

6.10. Learning Mathematics Through Play

6.10.1. Introduction
6.10.2. Play as a Resource for Learning
6.10.3. Games as a Strategy for Logical-Mathematical Learning
6.10.4. Importance of the Corners in Pre-school Education
6.10.5. LEGO as a Resource
6.10.6. Geometry and Fractions with LEGO Pieces
6.10.7. EntusiasMat
6.10.8. ABN

Module 7. Methodology and Classroom Based Learning in the Primary School Classroom Students with Adaptations

7.1. Didactic Methodology in Primary School Education

7.1.1. Introduction to Didactic Methodology in Primary School Education
7.1.2. Teaching Methodology for Primary School Mathematics
7.1.3. Didactic Methodologies of the XXI Century: Education 3.0
7.1.4. Methodologies: Which one to Choose?
7.1.5. State - Memorize - Understand vs. Understand - State - Memorize - Apply
7.1.6. Metalanguage and Object Language
7.1.7. Competencies of the Mathematics Teacher
7.1.8. Educational Practice

7.2. Assessment in the Mathematics Classroom

7.2.1. What is Assessment?
7.2.2. Assessment in the Mathematics Curriculum
7.2.3. Learning Assessment
7.2.4. Assessment of the Acquisition of Key Concepts
7.2.5. Assessment of the Teaching Methodology
7.2.6. Mathematics Test Design
7.2.7. Correction of Mathematics Exams
7.2.8. Headings
7.2.9. Student Self-Assessment

7.3. Errors, Difficulties and Blockages in the Teaching and Learning of Mathematics

7.3.1. Visual Memory
7.3.2. Understanding of Concepts about Magnitudes
7.3.3. Understanding Abstract Concepts
7.3.4. Reading and Interpreting Statements
7.3.5. Basic Operations
7.3.6. Multiplication Tables
7.3.7. Fractions
7.3.8. Problem Solving
7.3.9. Rushing

7.4. Materials and Resources for the Teaching and Learning of Mathematics

7.4.1. Introduction to Materials and Resources
7.4.2. Sense and Purpose of its Use for Learning Enhancement
7.4.3. Classification of Materials
7.4.4. Math Book
7.4.5. Mathematics Books for the General Public
7.4.6. Manipulative Materials vs. Digital Materials
7.4.7. Materials
7.4.8. Discussion on the Use of a Calculator
7.4.9. Audiovisual Materials

7.5. Globalized Teaching: Learning Through Projects

7.5.1. Brief Conceptualization
7.5.2. Introduction to Project-Based Learning
7.5.3. Requirements for Working with Mathematics from a Project Based Learning Approach
7.5.4. A Model Applicable to the Classroom
7.5.5. Project Sheets
7.5.6. Description of Project Objectives
7.5.7. Timing
7.5.8. Implementation
7.5.9. Assessment

7.6. Cooperative Work in the Mathematics Classroom

7.6.1. Brief Conceptualization
7.6.2. Requirements for Working with Mathematics through Cooperative Work
7.6.3. Advantages and Disadvantages in the Mathematics Classroom
7.6.4. Teacher facing Cooperative Work
7.6.5. A Model Applicable to the Classroom
7.6.6. Mathematics Classroom to Develop Cooperative Work
7.6.7. Cooperative Learning Models
7.6.8. Implementation of Cooperative Work
7.6.9. Assessment of Cooperative Work

7.7. Other Methodologies

7.7.1. Singapore Method
7.7.2. Common Core Standards Method
7.7.3. EntusiasMat
7.7.4. JUMP Math
7.7.5. ABN
7.7.6. Dialogic Learning
7.7.7. Learning Communities: Reggio Emilia
7.7.8. Learning Communities: Montessori
7.7.9. Analysis of Methodologies

7.8. Attention to Diversity

7.8.1. General Principles of Attention to Diversity
7.8.2. Concept of Curricular Adaptation
7.8.3. Characteristics of Curricular Adaptations
7.8.4. Phases and Components of the Adaptation Process
7.8.5. Responding to Diversity: A Collaborative Effort
7.8.6. Strategies
7.8.7. Resources
7.8.8. Specific Didactic Materials
7.8.9. Technical Resources

7.9. Methodological Proposals for Students with Special Educational Needs

7.9.1. SEN in Mathematics Education
7.9.2. Dyscalculia
7.9.3. ADHD
7.9.4. Student Profile
7.9.5. Recommendations when Difficulties are due to the Nature of Mathematics Itself
7.9.6. Recommended Guidelines when Difficulties are due to the Methodological Organization of Mathematics
7.9.7. Recommendations when Difficulties are Due to Internal Student Factors
7.9.8. ICT for the Teaching of SEN Students
7.9.9. Recommended Guidelines for Algorithm Implementation

Module 8. Mental Calculation and Problem Solving

8.1. Mental Calculation

8.1.1. What is Mental Calculation?

8.1.1.1. Definition
8.1.1.2. Mechanical or Stimulus-Response Calculation
8.1.1.3. Reflective or Thoughtful Calculation
8.1.1.4. Skills

8.1.2. Authors' Contribution

8.1.2.1. María Ortiz
8.1.2.2. Jiménez Ibáñez
8.1.2.3. Hope
8.1.2.4. Dickson
8.1.2.5. Carrol and Porter
8.1.2.6. Alastair McIntosh

8.1.3. Justification

8.1.3.1. MC Classroom Implementation
8.1.3.2. 6 Reasons why Mental Calculation is Important

8.1.4. Mental Calculation in the Basic Curriculum of Primary Education

8.1.4.1. Contents
8.1.4.2. Assessment Criteria
8.1.4.3. Assessable Learning Standards

8.1.5. Advantages of Mental Calculation

8.1.5.1. Bernardo Gómez
8.1.5.2. María Ortiz

8.1.6. Disadvantages of Mental Calculation

8.1.6.1. Definition
8.1.6.2. Four Areas of Difficulty
8.1.6.3. Causes

8.1.7. Approximate Calculation

8.1.7.1. Definition
8.1.7.2. Algorithmic Thinking
8.1.7.3. Onset

8.1.8. Mental Arithmetic

8.1.8.1. Definition
8.1.8.2. Elementary Forms
8.1.8.3. Levels of Use

8.1.9. Keys to Teaching Mental Calculation

8.1.9.1. Uses
8.1.9.2. Strategies
8.1.9.3. Practice
8.1.9.4. Decision
8.1.9.5. Mentality

8.2. Teaching Mental Calculation

8.2.1. Contents and Activities for the CM

8.2.1.1. Basic Concepts of Number and Properties Related to Operations
8.2.1.2. The Tables
8.2.1.3. Strategies
8.2.1.4. Oral Problems
8.2.1.5. Games and Didactic Material

8.2.2. General Didactic Guidelines

8.2.2.1. Strategies to be Proposed
8.2.2.2. Sequencing
8.2.2.3. Level of the Student Body
8.2.2.4. Playful Activity
8.2.2.5. Constancy
8.2.2.6. CM Programming

8.2.3. Mental Calculation Strategies

8.2.3.1. Definition
8.2.3.2. Simpler Strategies

8.2.4. Strategies for Addition

8.2.4.1. Counting
8.2.4.2. Double
8.2.4.3. Commutative Property
8.2.4.4. Associative Property
8.2.4.5. Decomposition

8.2.5. Subtraction Strategies

8.2.5.1. Counting
8.2.5.2. Decomposition
8.2.5.3. Completing Numbers

8.2.6. Strategies for Multiplication

8.2.6.1. Sum Reduction
8.2.6.2. Distributive Property
8.2.6.3. Commutative Property
8.2.6.4. Factorization and Association
8.2.6.5. Basic Multiplications

8.2.7. Division Strategies

8.2.7.1. Division Test
8.2.7.2. Divide by 2 and 3
8.2.7.3. Basic Divisions

8.2.8. Approximation

8.2.8.1. Definition
8.2.8.2. María Ortiz
8.2.8.3. Utility and Advantages

8.2.9. Approximate Calculation Strategies

8.2.9.1. Reformulation
8.2.9.2. Translation Processes
8.2.9.3. Compensation Processes

8.3. Sequencing and Activities to Work on Mental Calculation

8.3.1. Manipulative Resources

8.3.1.1. What Are They?

8.3.2. Design of Activities

8.3.2.1. Infant

8.3.3. Learning Calculation in Relation to Other Areas of Knowledge

8.3.3.1. Tongue

8.3.4. Number Tables

8.3.4.1. What Are They?

8.3.5. Numerical Pyramids

8.3.5.1. What Are They?

8.3.6. Numerical Triangles

8.3.6.1. What Are They?

8.3.7. Magic Squares

8.3.7.1. What Are They?

8.3.8. Mathematical Games

8.3.8.1. What Are They?

8.3.9. Other Games

8.3.9.1. What Are They?

8.4. Materials for working with Mental Calculation

8.4.1. Japanese Abacus
8.4.2. Flash Method
8.4.3. Smartick
8.4.4. Supertic
8.4.5. GeoGebra
8.4.6. Mothmatic
8.4.7. Arcademics
8.4.8. Khan Academy
8.4.9. Gauss Project

8.5. Problem-Based Learning

8.5.1. General aspects of the PBL
8.5.2. Features of a PBL
8.5.3. Planning of a PBL
8.5.4. Role of the Teacher
8.5.5. Role of the Students
8.5.6. Design of the PBL
8.5.7. Implementation of the PBL
8.5.8. Evaluation of PBL
8.5.9. Benefits of PBL

8.6. Logic

8.6.1. Study and Scientific Basis of Logic Principles
8.6.2. Statements
8.6.3. Conditional Expressions
8.6.4. Explanation, Argumentation and Demonstration
8.6.5. Reasoning: Deduction, Induction and Abduction
8.6.6. Reduction to Absurdity
8.6.7. Logic for Learning, Logic for Teaching
8.6.8. Educational Intervention-Didactic Procedures
8.6.9. Resources for Mathematical Logic

8.7. Mathematical Problems

8.7.1. The Problem Concept
8.7.2. Didactic Methodology for Educational Intervention
8.7.3. Variables
8.7.4. Constants
8.7.5. Elaboration of Problems
8.7.6. Interpretation of Problems
8.7.7. Oral Problems
8.7.8. Practical Procedures to Avoid Difficulties and Blockages in Mathematical Problem Solving
8.7.9. Adaptation of the Statements

8.8. Metamodels and Models for Strategy Generation in Problem Solving

8.8.1. Introduction to Metamodels and Models
8.8.2. What are Metamodels for?
8.8.3. Generative Metamodels
8.8.4. Structuring Metamodels
8.8.5. Link Metamodels
8.8.6. Transformation Metamodels
8.8.7. Composition Metamodels
8.8.8. Interconnection Metamodels
8.8.9. ICT Metamodels

8.9. The Mathematical Task in Problem Solving

8.9.1. Mathematical Work
8.9.2. Factors Involved in Problem-Solving Learning
8.9.3. Problem Solving, the First Approach
8.9.4. Resolution Strategies
8.9.5. Problem Solving Phases
8.9.6. Problem Solving Guidelines
8.9.7. Obstacles and Problem-Solving Difficulties
8.9.8. Overcoming Obstacles
8.9.9. Resolution Check

8.10. Materials and Games to Work on the Problems

8.10.1. Manipulative Resources
8.10.2. Non-Manipulative Resources
8.10.3. Playful Resources
8.10.4. Design of Activities
8.10.5. Learning Problems in relation to other Areas of Knowledge
8.10.6. Everyday Problems
8.10.7. Board Games to Work on Problems
8.10.8. Geoplane
8.10.9. Pentominoes

Module 9. Design and Development of Didactic Materials: Mathematics Workshop/Mathematics Games

9.1. Didactic Materials in Mathematics Education

9.1.1. Introduction
9.1.2. Teaching Resources
9.1.3. Disadvantages of Teaching Materials
9.1.4. Advantages of Teaching Materials
9.1.5. Factors for the Utilization of Didactic Material
9.1.6. Functions of Teaching Materials
9.1.7. Didactic Material in the Teaching-Learning Process
9.1.8. Types of Material

9.2. Introduction to the Design and Development of Teaching Materials

9.2.1. Introduction
9.2.2. Introduction to the Design of Teaching Materials
9.2.3. Establishment of a Didactic Situation
9.2.4. Design and Development of Didactic Material
9.2.5. Didactic material to Support the Teaching-Learning Process
9.2.6. Adequacy of the Material for Teaching Purposes
9.2.7. Assessment of Didactic Material
9.2.8. Self-evaluation

9.3. Manipulative Materials

9.3.1. Introduction
9.3.2. Logic Blocks
9.3.3. The Abacus
9.3.4. Multibase Blocks
9.3.5. Cuisenaire Strips
9.3.6. The Geoplane
9.3.7. Tangram
9.3.8. Meters, Scales and Graduated Glasses
9.3.9. Other Materials

9.4. Use of Manipulative Materials in the Classroom

9.4.1. Active and Participative Methodology
9.4.2. Manipulative Materials
9.4.3. Introducing Manipulative Materials in the Classroom through Challenges
9.4.4. Criteria for Manipulative Materials
9.4.5. Development of the Students
9.4.6. The Teacher as Project Guide
9.4.7. Mathematical Contents for the Elaboration of Manipulative Materials
9.4.8. Classroom Work Project
9.4.9. The Teacher and Teaching Materials

9.5. Numerical Learning Materials

9.5.1. Introduction
9.5.2. Types of Numbers: Natural, Integer, Fractional and Decimal Numbers
9.5.3. Contents
9.5.4. Logical-Mathematical Thinking
9.5.5. Materials for Working with Integers
9.5.6. Materials for Working with Fractions
9.5.7. Materials for Working with Decimals
9.5.8. Materials for Working with Operations
9.5.9. Crafts for Learning Numbers

9.6. Materials for Learning to Measure

9.6.1. Introduction
9.6.2. Units and Instruments for the Measurement of Magnitudes
9.6.3. Contents of the Measurement Block
9.6.4. Didactic Resources
9.6.5. Materials for Working with Units of Length
9.6.6. Materials for Working with Units of Mass
9.6.7. Materials to Work with Capacity or Volume Units
9.6.8. Materials to Work with Surface Units
9.6.9. Materials to Work with Time and Money Units

9.7. Geometric Learning Materials

9.7.1. Block 3: Geometry
9.7.2. Importance of Geometry
9.7.3. Puzzle of the Blind Hen
9.7.4. Square Geoplane
9.7.5. Orient Yourself
9.7.6. The Boat Game
9.7.7. Chinese Tangram
9.7.8. Memory Game

9.8. Comic Books for Learning Mathematics

9.8.1. Introduction
9.8.2. Comic Concept
9.8.3. Comic Structure
9.8.4. Educational Uses of Digital Comics
9.8.5. Objectives Achieved According to Experiences Developed
9.8.6. Proposed Method of Use
9.8.7. How to Use it According to the Teaching Cycles?
9.8.8. Proposed Activities
9.8.9. Comics, ICT and Mathematics

9.9. Audiovisual Resources in the Teaching-Learning of Mathematics

9.9.1. Audiovisual Language: A New Language, A New Method
9.9.2. Benefits of Audiovisual Language in Education
9.9.3. Audiovisual Competence in the Classroom
9.9.4. 10 Principles for the Use of Audiovisuals in the Classroom
9.9.5. Audiovisual Resources and the Teaching of Mathematics
9.9.6. Importance of the Use of New Technologies in Mathematics
9.9.7. Video in Mathematics
9.9.8. Mathematical Photography

9.10. The Game in the Teaching Methods of Mathematics

9.10.1. Introduction
9.10.2. Game Concept
9.10.3. The Importance of the Game
9.10.4. The Importance of the Game in Mathematics
9.10.5. Advantages of the Game
9.10.6. Disadvantages of the Game
9.10.7. Phases of the Game
9.10.8. Strategies
9.10.9. Mathematical Games

Module 10. ICT in Pre-school and Primary Education. Development of Interactive Materials for the Classroom Workshops

10.1. Information and Communication Technologies

10.1.1. What are ICTs?
10.1.2. Theoretical Framework
10.1.3. General Characteristics of ICTs
10.1.4. ICT Issues in Education
10.1.5. Need for the Use of ICTs in Educational Institutions
10.1.6. Use of ICT in Educational Centers
10.1.7. ICT Integration Plan

10.2. Needs for the Implementation of ICT in the Classroom

10.2.1. Equipment
10.2.2. Training
10.2.3. Role of the Coordinator
10.2.4. The Teacher and ICT
10.2.5. ICT in Pre-school Classrooms
10.2.6. ICT Projects
10.2.7. ICT in Primary School Education
10.2.8. ICT in Education: Disadvantages
10.2.9. ICT Assessment

10.3. ICT in Pre-school Education

10.3.1. ICT in Pre-school Classrooms
10.3.2. ICTs in the Legal Framework of Pre-school Education
10.3.3. ICT and Gardner's Multiple Intelligences
10.3.4. Some Possible Uses of ICT in Pre-school
10.3.5. The Computer Corner
10.3.6. Approach to the Potential of ICTs in Pre-school Education
10.3.7. Teaching Methods of Mathematics in Pre-School
10.3.8. ICT Resources for Pre-school Education

10.4. ICT in Primary School Education

10.4.1. Impacts of ICT in Primary School School Education
10.4.2. Incorporation of ICTs in Education: Possibilities and Challenges
10.4.3. Advantages and Disadvantages of ICT Incorporation
10.4.4. New Teaching Methodologies Supported by ICTs: an Active and Constructive Pedagogy
10.4.5. Inclusion of Virtual Platforms in the Teaching-Learning Process
10.4.6. Adaptation of a New Methodology Online and Virtual Teaching
10.4.7. Educational Applications

10.5. Use of ICTs and Active Methodologies

10.5.1. Active Methodologies
10.5.2. Advantages
10.5.3. Educational Principles of Active Methodologies
10.5.4. Active Methodologies with the use of ICT
10.5.5. Project Based Learning
10.5.6. Collaborative and Cooperative Learning
10.5.7. Service Learning in the use of ICT
10.5.8. Flipped Classroom
10.5.9. Problem-Based Learning

10.6. Computer Resources for the Mathematics Classroom

10.6.1. Tablets in Education
10.6.2. ICT in Primary School School Education, a Formative Proposal
10.6.3. Best Tools for your Math Class according to AulaPlaneta
10.6.4. ICT Resources for Pre-school Education

10.7. Computer and Internet in Education

10.7.1. Computer-Assisted Learning
10.7.2. Internet
10.7.3. Internet and the Expansion of the Educational Framework
10.7.4. Benefits of the Internet in Education
10.7.5. Disadvantages of the Internet on Education
10.7.6. Mathematics on the Internet
10.7.7. Websites to Work on Mathematics

10.8. Gamification in the Classroom

10.8.1. What is Gamification and Why Is It Important?
10.8.2. Elements of Gamification
10.8.3. Gamification Objectives
10.8.4. Fundamentals of Gamification in the Teaching-Learning Process
10.8.5. How to Gamify in Education?
10.8.6. Gamification in Pre-school Education
10.8.7. Rewards Classification
10.8.8. Gamification vs. Ludification
10.8.9. Negative Aspects of Gamification
10.8.10. ICT Use in Gamification

10.9. ICT Tools and Resources for Assessment

10.9.1. Evaluation
10.9.2. ICT as a Means of Assessment
10.9.3. ICT Assessment Tools
10.9.4. Other Tools to Assess in a Different Way

10.10. ICT in the Attention to Special Needs Education

10.10.1. BORRAR
10.10.2. How ICT Supports Students with SEN?
10.10.3. ICT for Students with Physical Disabilities
10.10.4. ICT in students with Mental Disabilities
10.10.5. ICT for Students with Auditory Disabilities
10.10.6. ICT for Students with Visual Disabilities
10.10.7. Pervasive Developmental Disorders
10.10.8. ICT Resources for SEN

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