Would you like to become your students' favorite teacher because of your innovative, playful and dynamic strategies? Opt, then, for this Postgraduate Diploma and find out how to achieve it"

The use of new technologies for teaching, in this case mathematics, has allowed thousands of professionals in the education sector to create dynamic, innovative and effective learning environments in which children have fun while acquiring the necessary knowledge to master areas such as arithmetic, geometry, algebra or graphing. Transversal and multimedia ICT resources have helped hundreds of thousands of students of all ages to regain interest in this science, breaking down the barriers that have made it one of the most hated subjects in the educational environment. 

As a result, after a long and exhaustive period of research and in order to provide graduates with the most exhaustive and innovative information that will allow them to update their teaching practice in terms of didactic and pedagogical tools for the teaching of technology, TECH has developed a complete Postgraduate Diploma perfect for this purpose. This is an academic experience in which the teacher will be able to explore new ways of learning for Primary and Pre-School classrooms, with adaptations for students with special needs. They will also study the design and development of educational materials such as workshops and games, focussing on the use of ICT in today's academic environment. 

All this over 450 hours of the best theoretical, practical and supplementary content, the latter presented in different formats: detailed videos, research articles, complementary readings, news, dynamic summaries, self-knowledge exercises and much more. This will allow them to make the most of an academic experience designed by and for education specialists, whose objective is to transmit knowledge to students that will elevate their work to the highest level, after only 6 months of 100% online specialization. 

The best program on today's academic market to explore the design and development of educational materials for the teaching of mathematics through play"

This Postgraduate diploma in ICT Resources for Pre-School and Primary Mathematics contains the most complete and up-to-date educational program on the market. The most important features include:

• 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 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 

Its convenient 100% online format will allow you to access the contents of this PROGRAM from wherever you want and whenever you want, from any device with an Internet connection" 

The program’s teaching staff includes professionals from the sector 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 academic year For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

Would you like to explore the guidelines for the development of interactive materials for the classroom using ICT? With this program, you will build your expertise over 450 hours"

You will work dynamically to gain an understanding of the contributions of Piaget, Duval and the Van Hiele couple to the field of Geometry"

The syllabus of this program has been designed according to the professional criteria of the teaching team, as well as making use of the Relearning methodology for the development of the content. Thanks to this, it has been possible to create a Postgraduate diploma at the forefront of the educational sector, in which students will find the most exhaustive and innovative information related to the use of ICT in the area of Mathematics at different levels. In addition to the theory, you will have dozens of hours of supplementary material so that you can explore each section in a way suited to you. 

The use of the Relearning methodology in the development of this program will allow you to acquire a broad based of knowledge without the need to invest extra hours in memorization"

Module 1. Methodology and Classroom Based Learning in Primary School Classroom Students with Adaptations

1.1. Mathematics Curriculum in Elementary School Education

1.1.1. General Considerations of the Elementary School Education Curriculum in Spain
1.1.2. Mathematics Curriculum Objectives
1.1.3. Learning Standards
1.1.4. Basic Skills
1.1.5. Contribution of Mathematics to Skills Development
1.1.6. Assessment Criteria
1.1.7. Headings
1.1.8. Application of the Assessment

1.2. Didactic Methodology in Elementary School Education

1.2.1. Introduction to Didactic Methodology in Elementary School Education
1.2.2. Teaching Methodology for Elementary School Mathematics
1.2.3. Didactic Methodologies of the XXI Century: Education 3.0
1.2.4. Methodologies Which One to Choose? 
1.2.5. State - Memorize - Understand vs. Understand - State - Memorize - Apply
1.2.6. Metalanguage and Object Language
1.2.7. Competencies of the Mathematics Teacher
1.2.8. Educational Practice

1.3. Assessment in the Mathematics Classroom

1.3.1. What is Assessment?
1.3.2. Assessment According to the Mathematics Curriculum
1.3.3. Learning Assessment
1.3.4. Assessment of the Acquisition of Key Concepts
1.3.5. Assessment of the Teaching Methodology
1.3.6. Mathematics Exam Design
1.3.7. Correction of Mathematics Exams
1.3.8. Headings
1.3.9. Student Self-Assessment

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

1.4.1. Visual Memory
1.4.2. Understanding of Concepts about Magnitudes
1.4.3. Understanding Abstract Concepts
1.4.4. Reading and Interpreting Statements
1.4.5. Basic Operations
1.4.6. Multiplication Tables
1.4.7. Fractions
1.4.8. Problem Solving
1.4.9. Rushing

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

1.5.1. Introduction to Materials and Resources
1.5.2. Sense and Purpose of its Use for Learning Enhancement
1.5.3. Classification of Materials
1.5.4. Mathematics Book
1.5.5. Mathematics Books for All
1.5.6. Manipulative Materials vs. Digital Materials
1.5.7. Materials
1.5.8. Discussion on the Use of a Calculator
1.5.9. Audiovisual Materials

1.6. Globalized Teaching: Learning Through Projects

1.6.1. Brief Conceptualization
1.6.2. Introduction to Project-Based Learning
1.6.3. Requirements for Working with Mathematics using a Project-Based Learning Approach
1.6.4. A Model Applicable to the Classroom
1.6.5. Project Sheets
1.6.6. Description of Project Objectives
1.6.7. Timing
1.6.8. Implementation
1.6.9. Assessment

1.7. Cooperative Work in the Mathematics Classroom

1.7.1. Brief Conceptualization
1.7.2. Requirements for Working with Mathematics through Cooperative Work
1.7.3. Advantages and Disadvantages in the Mathematics Classroom
1.7.4. Teacher facing Cooperative Work
1.7.5. A Model Applicable to the Classroom
1.7.6. Mathematics Teaching to Develop Cooperative Work
1.7.7. Cooperative Learning Models
1.7.8. Implementation of Cooperative Work
1.7.9. Assessment of Cooperative Work

1.8. Other Methodologies

1.8.1. Singapore Method
1.8.2. Common Core Standards Method
1.8.3. EntusiasMat
1.8.4. Jump Math
1.8.5. ABN
1.8.6. Dialogic Learning
1.8.7. Learning Communities: Reggio Emilia
1.8.8. Learning Communities: Montessori
1.8.9. Analysis of Methodologies

1.9. Attention to Diversity

1.9.1. General Principles of Attention to Diversity
1.9.2. Concept of Curricular Adaptation
1.9.3. Characteristics of Curricular Adaptations
1.9.4. Phases and Components of the Adaptation Process
1.9.5. Responding to Diversity: A Collaborative Effort
1.9.6. Strategies
1.9.7. Resources
1.9.8. Specific Didactic Materials
1.9.9. Technical Resources

1.10. Methodological Proposals for Students with Special Educational Needs

1.10.1. SEN in Mathematics Education
1.10.2. Dyscalculia
1.10.3. ADHD
1.10.4. High Abilities
1.10.5. Recommendations when Difficulties are due to the Nature of Mathematics Itself
1.10.6. Recommendations when Difficulties are due to the Methodological Organization of Mathematics
1.10.7. Recommendations when Difficulties are Due to Internal Student Factors
1.10.8. ICT for the Teaching of SEN Students
1.10.9. Recommended Guidelines for Algorithm Implementation

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
2.3.4. 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. Didactic 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. Training
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 Elementary 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 Elementary School Education

3.4.1. Impacts of ICT in Elementary School Education
3.4.2. Incorporation of ICTs in Education: Possibilities and Challenges
3.4.3. Educational Legislation: ICT in Elementary School Education
3.4.4. Advantages and Disadvantages of ICT Incorporation
3.4.5. New Teaching Methodologies Supported by ICTs: 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 Elementary 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. How ICT Supports Students with SEN?
3.10.2. ICT for Students with Physical Disabilities
3.10.3. ICT in students with Mental Disabilities
3.10.4. ICT for Students with Auditory Disabilities
3.10.5. ICT for Students with Visual Disabilities
3.10.6. Pervasive Developmental Disorders
3.10.7. ICT Resources for SEN

Don't think twice and opt for a cutting-edge program of the highest level with which you will achieve perfect mastery of the design and development of teaching materials using ICT"