¿Qué procesos matemáticos se movilizan cuando se enseña probabilidad? Un estudio de caso en el aula de Educación Infantil = What Mathematical Processes Are Mobilized When Probability Is Taught? A Case Study in the Early Childhood Education Classroom
This paper presents an analysis of the mathematical processes managed by a teacher in the Early Childhood Education classroom when teaching probability. An exploratory study has been carried out with a qualitative approach, using a case study research design. The data collection technique is based o...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| 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:10256/20571 |
| Acceso en línea: | http://hdl.handle.net/10256/20571 |
| Access Level: | acceso abierto |
| Palabra clave: | Probabilitats -- Educació infantil Probabilities -- Study and teaching (Preschool) Probabilitats -- Ensenyament Probabilities -- Study and teaching Didàctica Teaching |
| Sumario: | This paper presents an analysis of the mathematical processes managed by a teacher in the Early Childhood Education classroom when teaching probability. An exploratory study has been carried out with a qualitative approach, using a case study research design. The data collection technique is based on non-participant observation through the video recording of two classroom sessions. The results show the presence of the mathematical processes of problem solving, reasoning and proof, communication, connections and representation with different levels of depth and attention in the classroom session analysed. It is concluded that teacher management of learning experiences is a key aspect in the mobilization of mathematical processes, causing processes to emerge that are not entirely evident in the design of such experiences. The formulation of good questions during the management of learning experiences makes mathematical processes visible and invites children to reason, communicate, argue and justify their mathematical actions and ideas around probability |
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