¿Cómo se promueve la competencia matemática en los libros de texto de Educación Infantil? Un análisis de la demanda cognitiva
This paper presents an analysis of the mathematical tasks present in Chilean textbooks for early childhood education. For this purpose, we have opted for a descriptive qualitative approach using the content analysis technique as a research method to analyse and describe the cognitive demand of the m...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| 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:10256/22842 |
| Acesso em linha: | http://hdl.handle.net/10256/22842 |
| Access Level: | acceso abierto |
| Palavra-chave: | Matemàtica -- Educació infantil -- Llibres de text -- Xile Mathematics -- Study and teaching (Preschool) -- Textbooks -- Chile Aprenentatge cognitiu -- Educació infantil -- Xile Cognitive learning -- Study and teaching (Preschool) -- Chile |
| Resumo: | This paper presents an analysis of the mathematical tasks present in Chilean textbooks for early childhood education. For this purpose, we have opted for a descriptive qualitative approach using the content analysis technique as a research method to analyse and describe the cognitive demand of the mathematical tasks proposed in the textbooks. We focus on the cognitive demand of the mathematical tasks proposed, since a large part of learning is conditioned by the type of tasks proposed to children, and therefore, it is a key element in in promoting the development of mathematical competence from an early age. The results show the presence of tasks linked to memorization and procedures with connection. It follows that it is necessary for teachers to have the disciplinary and didactic knowledge that will enable them to enrich the tasks presented in textbooks in order to encourage children, through collective scaffolding, to co-construct and reconstruct new knowledge and gradually develop mathematical competence |
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