Suchergebnisse

The presence of mathematical competence and mathematical processes in the Spanish educational legislation for Early Childhood Education (Royal Decree 95/2022, of 1 February, which establishes the organisation and minimum teaching of Early Childhood Education) is analysed and contrasted with the data emerging from research in early childhood mathematics education. To this end, key terms have been used which have been obtained through a deductive-inductive process, which has taken into account the contributions of various organisations and authors who have addressed these issues. The analysis shows that: 1) for the first time, the first cycle (0-3 years) is given an educational character; 2) the approach to mathematical competence is Piagetian and the emphasis is exclusively on numerical skills; 3) the ways of acquiring and using mathematical content through the processes of problem solving, reasoning and proof, communication, connections and representation are not made sufficiently explicit. It is concluded that the presence of the competence approach in the educational legislation of Early Childhood Education is a first step forward, but it is desirable to progressively promote a vision of both mathematical competence and mathematical processes that is more in line with contemporary research in early childhood mathematics education ; Se analiza la presencia de la competencia matemática y los procesos matemáticos en la legislación educativa española de Educación Infantil (Real Decreto 95/2022, de 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil) y se contrasta con los datos que emergen de la investigación en educación matemática infantil. Para ello, se han utilizado términos clave que se han obtenido a través de un proceso deductivo-inductivo, que ha tenido en cuenta las aportaciones de diversos organismos y autores que han abordado estas cuestiones. El análisis muestra que: 1) por primera vez, se dota de carácter educativo al primer ciclo (0-3 años); 2) el ...

This article first performs a review of the account that has had early childhood education, and the training of early childhood education teachers in particular, in diferent Spanish education laws since the arrival of democracy; and second instead describes a realistic training model has proven effective to promote professional skills of teachers in early childhood education ; En este artículo se realiza en primer lugar una revisión sobre la consideración que ha tenido la educación infantil en general, y la formación de maestros de educación infantil en particular, en las diferentes leyes de educación españolas desde la llegada de la democracia; y en segundo lugar se describe un modelo de formación realista que se ha mostrado eficaz para favorecer la adquisición de competencias profesionales del profesorado de educación infantil

Considering the relevance of argumentation in mathematics to promote critical thinking and democratic societies, a description and comparison between the main international curricular proposals on argumentation and its development in the mathematics of the first years is presented. This comparison is made considering the argumentation from an integrative approach that contemplates contextual and functional aspects. Thus, this analysis formulates around four components: 1) the relationship between argumentation and learning; 2) the relationship between argumentation and other competences or skills; 3) function of argumentation (why is it argued?); and 4) character of the argument (how is it argued?). The main result of this comparison shows the importance of argumentation in international proposals and its strong relationship with demonstration and proof ; Considerando la importancia de la argumentación en matemáticas para promover el pensamiento crítico y las sociedades democráticas, se presenta una descripción y comparación entre las principales propuestas curriculares internacionales sobre la argumentación y su desarrollo en las matemáticas de los primeros años. Esta comparación se realiza considerando a la argumentación desde un enfoque integrador que contempla aspectos contextuales y funcionales. Así, este análisis se formula alrededor de cuatro componentes: 1) la relación entre argumentación y aprendizaje; 2) la relación entre la argumentación y otras competencias o habilidades; 3) función de la argumentación (¿para qué se argumenta?); y 4) carácter de la argumentación (¿cómo se argumenta?). El principal resultado de esta comparación da cuenta de la importancia de la argumentación en las propuestas internacionales y su fuerte relación con la demostración y la prueba ; Esta investigación está financiada por la Agencia Nacional de Investigación y Desarrollo de Chile (ANID), a través de la Beca de Doctorado Nacional convocatoria 2017 folio 21171532 y por el Proyecto EDU2017-84979-R subvencionado por ...

This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the 'probability tasks' dimension from the 'Observation Instrument for Probability Classes' (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations ; Work was carried out within the framework of the FONDECYT project No. 1200356 and project FONDECYT project No. 11150412, both financed by the National Research and Development Agency of the Government of Chile

Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6-14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world ; Work carried out within the framework of the FONDECYT project No. 1200356 financed by the National Research and Development Agency of the Government of Chile