Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
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, struc...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| 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:10256/27168 |
| Acceso en línea: | http://hdl.handle.net/10256/27168 |
| Access Level: | acceso abierto |
| Palabra clave: | Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Education (Early childhood) Didàctica -- Educació infantil (Primer cicle) Teaching -- Education (Early childhood) Professors de matemàtica Mathematics teachers Desenvolupament professional Career development |
| Sumario: | 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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