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...

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Detalhes bibliográficos
Autores: Alsina, Àngel, Salgado Somoza, María
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Recursos: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
Acesso em linha:http://hdl.handle.net/10256/27168
Access Level:acceso abierto
Palavra-chave: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
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oai_identifier_str oai:recercat.cat:10256/27168
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
title Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
spellingShingle Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
Alsina, Àngel
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
title_short Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
title_full Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
title_fullStr Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
title_full_unstemmed Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
title_sort Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
dc.creator.none.fl_str_mv Alsina, Àngel
Salgado Somoza, María
author Alsina, Àngel
author_facet Alsina, Àngel
Salgado Somoza, María
author_role author
author2 Salgado Somoza, María
author2_role author
dc.subject.none.fl_str_mv 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
topic 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
description 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
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/27168
http://hdl.handle.net/10256/27168
url http://hdl.handle.net/10256/27168
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.4995/msel.2025.23473
info:eu-repo/semantics/altIdentifier/eissn/1988-3145
dc.rights.none.fl_str_mv Reconeixement-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 20 p.
application/pdf
dc.publisher.none.fl_str_mv Universitat Politècnica de València
publisher.none.fl_str_mv Universitat Politècnica de València
dc.source.none.fl_str_mv Modelling in Science Education and Learning, 2025, vol. 18, p. 5-24
Articles publicats (D-DE)
Alsina, Àngel Salgado Somoza, María 2025 Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling Modelling in Science Education and Learning 18 5 24
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869405584356278272
spelling Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modellingAlsina, ÀngelSalgado Somoza, MaríaMatemàtica -- Ensenyament -- Educació infantil (Primer cicle)Mathematics -- Education (Early childhood)Didàctica -- Educació infantil (Primer cicle)Teaching -- Education (Early childhood)Professors de matemàticaMathematics teachersDesenvolupament professionalCareer developmentThe 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 educationSe analizan las características de los modelos que crean niños de 5-6 años durante un proceso de modelización matemática, para encontrar soluciones creativas y eficaces a problemas reales. Para ello, se ha implementado una actividad de modelización matemática a partir de las fases de comprensión, estructuración, matematización, trabajo matemático, interpretación, validación y exposición/presentación. Para identificar cómo construyen los primeros modelos, se han utilizado los indicadores de educación infantil del instrumento Rubric for Evaluating Mathematical Modelling Processes (REMMP) que están más directamente relacionados con la creación de modelos (final de la fase de trabajo matemático en adelante). Los principales resultados muestran que, con una ayuda docente fundamentada en conocimientos sobre modelización matemática temprana (MMT), los niños son capaces de trabajar matemáticamente, interpretar, validar y presentar modelos concretos que reúnen las siguientes características: por un lado, se apoyan en argumentos diagramáticos y narrativos; y, por otro lado, en representaciones concretas, pictóricas y simbólicas. Se concluye que es necesario seguir investigando en torno al desarrollo profesional del profesorado para que, progresivamente, incorpore las competencias profesionales imprescindibles para diseñar, implementar y evaluar prácticas de MMT en educación infantilUniversitat Politècnica de València2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewed20 p.application/pdfhttp://hdl.handle.net/10256/27168http://hdl.handle.net/10256/27168Modelling in Science Education and Learning, 2025, vol. 18, p. 5-24Articles publicats (D-DE)Alsina, Àngel Salgado Somoza, María 2025 Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling Modelling in Science Education and Learning 18 5 24reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Españolinfo:eu-repo/semantics/altIdentifier/doi/10.4995/msel.2025.23473info:eu-repo/semantics/altIdentifier/eissn/1988-3145Reconeixement-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessoai:recercat.cat:10256/271682026-05-29T05:05:01Z
score 15.811543

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