Introduciendo la Modelización Matemática Temprana en Educación Infantil: un marco para resolver problemas reales
[EN] An Early Mathematical Modelling activity designed from a seven-phase modelling cycle is described and analysed: comprehension, structuring, mathematization, mathematical work, interpretation, validation, and exposition/presentation. The activity has been implemented in 19 4-5 years old children...
| Autores: | , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2021 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositório: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | espanhol |
| OAI Identifier: | oai:riunet.upv.es:10251/161661 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/161661 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Early Mathematical Modelling Modelling cycle Real problem solving Professional development Early Childhood Education Modelización Matemática Temprana Ciclo de modelización Resolución de problemas reales Desarrollo profesional Educación Infantil |
| Resumo: | [EN] An Early Mathematical Modelling activity designed from a seven-phase modelling cycle is described and analysed: comprehension, structuring, mathematization, mathematical work, interpretation, validation, and exposition/presentation. The activity has been implemented in 19 4-5 years old children and has been analysed from the Rubric for the Evaluation of Mathematical Modelling Processes (REMMP), with specific indicators for Early Childhood Education. The results show that children are able to solve a real problem from a modelling cycle, creating a model based on the mathematical knowledge they mobilize. It is concluded that teachers interested in implementing modelling activities should rely on instruments that serve both to analyse student learning and to improve teaching practice. |
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