Matemàtiques i entorn a l'educació infantil
The first part of this article defends the need for a shift from a curriculum based on the acquisition of content to one oriented toward the acquisition of mathematical competence from Early Childhood Education onward, and argues that mathematical processes are key to achieving this. The second part...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2015 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/18479 |
| Online Access: | http://hdl.handle.net/10256/18479 |
| Access Level: | Open access |
| Keyword: | Mathematics -- Study and teaching (Preschool) Matemàtica -- Ensenyament -- Educació infantil |
| Summary: | The first part of this article defends the need for a shift from a curriculum based on the acquisition of content to one oriented toward the acquisition of mathematical competence from Early Childhood Education onward, and argues that mathematical processes are key to achieving this. The second part of the article presents the experience «the roundabout we can see from the playground», which illustrates a way of working on mathematics at any early age using daily life situations and contextualised problems as a starting point. This form of educational planning and management works on content through mathematical processes, thus encouraging students to interpret mathematics with the help of an adult, rather than trying to teach them pre-constructed mathematics |
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