Sobre el sentit de les matemàtiques a l’educació infantil
This article primarily addresses the role of early childhood education in the progressive acquisition of mathematical literacy or competence. In addition, it offers some supporting structures to teachers at this level, based mainly on mathematics position statements in early childhood education in t...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | España |
| Recursos: | 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:10256/10423 |
| Acesso em linha: | http://hdl.handle.net/10256/10423 |
| Access Level: | acceso abierto |
| Palavra-chave: | Mathematics -- Study and teaching (Preschool) Matemàtica -- Ensenyament -- Educació infantil Didàctica Teaching |
| Resumo: | This article primarily addresses the role of early childhood education in the progressive acquisition of mathematical literacy or competence. In addition, it offers some supporting structures to teachers at this level, based mainly on mathematics position statements in early childhood education in the United States and Australia. Finally, it documents and explains a mathematical practice in which a group of children learn to use mathematical knowledge comprehensively and efficiently in a learning context related to daily life. In this way, they progressively identify and understand the function of mathematics, demonstrate good judgement and use and relate to mathematics to meet their needs as constructive, committed and reflective citizens |
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