Avances en la didáctica del álgebra en educación infantil: vinculando conocimientos y tipos de pensamiento algebraico
This article presents an update on the teaching of early algebra in Early Childhood Education. In the first part, we analyse the main early knowledge at ages based on a review of early childhood education curricula in different countries; we define the different modes of algebraic thinking character...
| Autores: | , , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositório: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/23970 |
| Acesso em linha: | http://hdl.handle.net/10256/23970 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Àlgebra -- Educació infantil Algebra -- Study and teaching (Preschool) |
| Resumo: | This article presents an update on the teaching of early algebra in Early Childhood Education. In the first part, we analyse the main early knowledge at ages based on a review of early childhood education curricula in different countries; we define the different modes of algebraic thinking characteristic of this stage, considering recent research studies in early mathematics education; and we link such knowledge with the modes of algebraic thinking. In the second part, task prototypes are described to address the knowledge that characterises the introduction of algebra in early childhood education and, in this way, to develop the different types of algebraic thinking. It is concluded that the design and implementation of contextualised activities that consider these task prototypes can contribute to developing the different types of algebraic thinking in early childhood classrooms |
|---|