Educación matemática infantil desde la perspectiva del conexionismo: Análisis de una práctica educativa de aula
This article describes the characteristics of an activity designed from the perspective of connectionism and its effectiveness to develop children’s mathematical thinking at the earliest ages. From this perspective, a linear development of contents is substituted by a global development, so that in...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/18482 |
| Acceso en línea: | http://hdl.handle.net/10256/18482 |
| Access Level: | acceso abierto |
| Palabra clave: | Matemàtica -- Ensenyament -- Educació infantil Mathematics -- Study and teaching (Preschool) Connexionisme Connectionism Didàctica Teaching |
| Sumario: | This article describes the characteristics of an activity designed from the perspective of connectionism and its effectiveness to develop children’s mathematical thinking at the earliest ages. From this perspective, a linear development of contents is substituted by a global development, so that in the same activity several concepts appear at once. For the analysis, a teaching practice carried out with 23 students of three years is presented. The analysis allowed to observe the presence of conceptual connections (between concepts), practical connections (with daily life) and teaching connections (with other disciplines). We conclude that the teaching and learning of mathematics in early childhood education from the perspective of connectionism contributes to deeper understanding of knowledge |
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