La incorporación del Early Algebra en el currículo de Educación Primaria
In this article, an analysis of the presence of algebra in the Primary Education curriculum is carried out. Specifically, the curricula from the United States of America, Spain and Chile are compared, using the "Objects and Meanings Recognition Guide" as framework. This allows us to identi...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| 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:10256/18672 |
| Acesso em linha: | http://hdl.handle.net/10256/18672 |
| Access Level: | acceso abierto |
| Palavra-chave: | Àlgebra -- Educació primària Algebra -- Study and teaching (Primary) |
| Resumo: | In this article, an analysis of the presence of algebra in the Primary Education curriculum is carried out. Specifically, the curricula from the United States of America, Spain and Chile are compared, using the "Objects and Meanings Recognition Guide" as framework. This allows us to identify the types of objects put into play in the resolution of a problem. The analysis carried out indicates that early algebra is present in the primary education mathematics curricula analyzed, with certain differences, but with the shared intention that students develop diverse mathematical competences. It is concluded that it is necessary to offer specific orientations about the teaching of algebra to Primary School teachers who are concerned about offering students a teaching that responds to the 21st century social needs |
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