Acciones matemáticas en la escuela infantil en un marco de reflexión y transformación docente
The double aim of this investigation is to provide evidence and interpret the informal mathematical content during the educational proposal developed within the fields of light and darkness, and also analyse the transformation of the teaching practice within a reflective atmosphere. The results show...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| 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:10256/12297 |
| Acceso en línea: | http://hdl.handle.net/10256/12297 |
| Access Level: | acceso abierto |
| Palabra clave: | Matemàtica -- Ensenyament -- Educació infantil Mathematics -- Study and teaching (Preschool) Didàctica Teaching Educació infantil Education, Preschool |
| Sumario: | The double aim of this investigation is to provide evidence and interpret the informal mathematical content during the educational proposal developed within the fields of light and darkness, and also analyse the transformation of the teaching practice within a reflective atmosphere. The results show that infants from 2 to 3 years of age, using identification, comparison and the observation of change, properties and qualities of object, establish logical relationships between space and time which contribute to enrich their development. Along this shared path, teachers show some reluctance and uncertainty to incorporate more enriching proposals and start the transformation of their praxis |
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