Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática
[EN] The characteristics of the models that 5-6 year old children create during a mathematical modelling process are analysed in order to find creative and effective solutions to real problems. To this end, a mathematical modelling activity has been implemented based on the phases of comprehension,...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/225788 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/225788 |
| Access Level: | acceso abierto |
| Palavra-chave: | Early mathematical modelling Mathematical competence Mathematics teacher professional development Mathematics teaching Early childhood education Modelización matemática temprana Competencia matemática Desarrollo profesional del profesorado de matemáticas Enseñanza de las matemáticas Educación infantil |
| Resumo: | [EN] The characteristics of the models that 5-6 year old children create during a mathematical modelling process are analysed in order to find creative and effective solutions to real problems. To this end, a mathematical modelling activity has been implemented based on the phases of comprehension, structuring, mathematization, mathematical work, interpretation, validation and exhibition/presentation. To identify how they construct the first models, we used the early childhood education indicators of the Rubric for Evaluating Mathematical Modelling Processes (REMMP) instrument that are most directly related to the creation of models (end of the mathematical work phase onwards). The main findings show that, with a teaching aid based on knowledge of early mathematical modelling (MMT), children are able to work mathematically, interpret, validate and present concrete models with the following characteristics: on the one hand, they rely on diagrammatic and narrative arguments; on the other hand, they rely on concrete, pictorial and symbolic representations.. It is concluded that it is necessary to continue investigating the professional development of teachers so that they can progressively incorporate the professional competences required to design, implement and evaluate EMM practices in early childhood education. |
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