Niños de 3 años empezando a desarrollar la competencia matemática a través de la modelización matemática temprana
The early mathematical modeling skills that begin to emerge in a group of 20 children aged 2-3 years are analyzed through the resolution of a real-world problem. Additionally, the mathematical concepts they engage with during the modeling process are described, with the goal of generating a concrete...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| 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:10256/23438 |
| Acceso en línea: | http://hdl.handle.net/10256/23438 |
| Access Level: | acceso abierto |
| Palabra clave: | Matemàtica -- Ensenyament -- Educació infantil Mathematics -- Study and teaching (Preschool) Didàctica -- Educació infantil Teaching -- Educació infantil |
| Sumario: | The early mathematical modeling skills that begin to emerge in a group of 20 children aged 2-3 years are analyzed through the resolution of a real-world problem. Additionally, the mathematical concepts they engage with during the modeling process are described, with the goal of generating a concrete model based on the real problem presented. The results indicate: a) the most frequent skills in the modeling cycle are Comprehension and Interpretation, and to a lesser extent, Structuring, Mathematization, Validation, and Presentation/Exposition, while Mathematical Work is quite limited; b) the mathematical concepts mobilized by the children are associated with Early Algebra (recognition of qualities and attributes to establish relationships); Numbers and Operations (recognition of quantities of elements and comparisons between them); and c) Statistics and Probability (organization of data in frequency tables). It is concluded that the skills in the modeling cycle enhance problem-solving and, more generally, promote the development of mathematical competence, hence it is recommended to introduce these types of activities from the early stages |
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