El currículo del número en educación infantil: un análisis desde una perspectiva internacional = The Number Curriculum in Early Childhood Education: An Analysis from an International Perspective
This article carries out an analysis of international guidelines on teaching numbers in general and the acquisition of number sense particularly, during Early Childhood Education. These guidelines provide a basis for analysing the national curriculum and for offering some scaffolding to contribute t...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2016 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositório: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/12296 |
| Acesso em linha: | http://hdl.handle.net/10256/12296 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Currículums (Ensenyament) Curricula (Courses of study) Education -- Curricula Didàctica Teaching Matemàtica -- Ensenyament -- Educació infantil Mathematics -- Study and teaching (Preschool) |
| Resumo: | This article carries out an analysis of international guidelines on teaching numbers in general and the acquisition of number sense particularly, during Early Childhood Education. These guidelines provide a basis for analysing the national curriculum and for offering some scaffolding to contribute towards the development of numerical thinking in early ages. The study concludes that teaching practice needs to be centred on understanding numbers, on different representations of them (avoiding the insistence on teaching conventional notation) and on the meaning of basic operations |
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