{"id":3307,"date":"2024-05-31T12:07:17","date_gmt":"2024-05-31T09:07:17","guid":{"rendered":"https:\/\/ece.uth.gr\/?page_id=3307"},"modified":"2024-07-09T17:49:02","modified_gmt":"2024-07-09T14:49:02","slug":"mathematical-thinking-learning-technologies-and-childhood","status":"publish","type":"page","link":"https:\/\/ece.uth.gr\/en\/course\/mathematical-thinking-learning-technologies-and-childhood\/","title":{"rendered":"Mathematical Thinking, Learning Technologies and Childhood"},"content":{"rendered":"

Course Code (in greek)<\/strong>: \u0398\u03a00403<\/p>\n

ECTS Units<\/strong>: 6<\/p>\n

Semester<\/strong>: 3, 4<\/p>\n

Professor<\/strong>: Chronaki Anna<\/a><\/p>\n

Course material<\/a><\/p>\n

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Course Description<\/strong><\/p>\n

The course approaches the idea of developing mathematical thinking with children both in the realm of the school classroom and the context of curricula, national or international assessment practices and cultural materiality such as artefacts, technologies, literature, arts, crafts etc. It discusses specific mathematical concepts (i.e. number, space and measurement) and skills and competencies like data handling, symbolizing, experimenting, inquiring and problem solving. A central focus lies upon research evidence concerning children\u2019s embodied, gestural and language related genres of expressing and communicating mathematics in varied contexts of activity. Mathematical thinking and the practice of mathematics is being considered in the realm of contemporary social theories encountering feminist and new materialist approaches where knowledge is seen as situated and relational. Within this context, reconfiguring mathematical activity design for and with children is being considered as part of a rhizomatic pedagogic praxis that supports both critical and creative thinking.<\/p>\n

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Learning Outcomes<\/strong><\/p>\n

By completion of the course students will be able:<\/p>\n