Probabilidad en Educación Infantil: un itinerario de enseñanza-aprendizaje fundamentado en el EIEM
The aim of this article is to provide strategies, resources, and activities for teaching probability in early childhood education (ages 3-6). To this end, five key ideas are proposed to guide a progression of learning related to chance, possibility, and uncertainty. Based on the Mathematics Teaching...
| 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:10256/27184 |
| Acceso en línea: | http://hdl.handle.net/10256/27184 |
| Access Level: | acceso abierto |
| Palabra clave: | Probabilitats -- Ensenyament -- Educació infantil (Primer cicle) Probabilities -- Study and teaching -- Education (Early childhood) |
| Sumario: | The aim of this article is to provide strategies, resources, and activities for teaching probability in early childhood education (ages 3-6). To this end, five key ideas are proposed to guide a progression of learning related to chance, possibility, and uncertainty. Based on the Mathematics Teaching Itineraries Approach, teaching sequences are designed to incorporate authentic contexts, highlighting the mediating role of the teacher. The proposed teaching itineraries are considered a valuable tool to strengthen the development of probabilistic reasoning in a progressive and meaningful way from an early age, while also offering a solid foundation for the development of future didactic proposals in this area |
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