Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición
A Design-Based Research is developed with 24 4-year-old children to design and validate a teaching itinerary of repetition patterns and to evaluate its effect from the analysis of the modes of algebraic thinking (recursive, relational and functional) mobilised by 8 children with an average Mathemati...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| 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:10256/24102 |
| Acesso em linha: | http://hdl.handle.net/10256/24102 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Didàctica Teaching Àlgebra -- Ensenyament -- Educació infantil Algebra -- Study and teaching (Preschool) |
| Resumo: | A Design-Based Research is developed with 24 4-year-old children to design and validate a teaching itinerary of repetition patterns and to evaluate its effect from the analysis of the modes of algebraic thinking (recursive, relational and functional) mobilised by 8 children with an average Mathematical Competence Index (MCI) in the most concrete contexts of the itinerary. The results show: a) a 22% difference in success between concrete and abstract contexts; b) a greater presence of recursive than functional thinking. It is concluded that the teaching of repetition patterns should ensure the transition from recursive to relational and functional thinking |
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