Transformando el conocimiento para enseñar matemáticas de futuros docentes de educación infantil a través del diseño de tareas

Authors

  • Angel Alsina Universidad de Girona http://orcid.org/0000-0001-8506-1838
  • Nataly Pincheira Universidad de Girona
  • Rosa Delgado-Rebolledo Universidad de Concepcion

DOI:

https://doi.org/10.47553/rifop.v98i37.2.99241

Abstract

This study analyses the transformation of mathematical knowledge about content and didactic knowledge about the planning and management of mathematics teaching activities, mobilised by preservice early childhood education teachers when designing early algebra tasks. A mixed descriptive research paradigm has been adopted, using content analysis as the research technique. The study involved 105 preservice Early Childhood Education teachers and the data collection was carried out in a classroom session of the curriculum. The results obtained reveal that: 1) the mathematical knowledge mobilised by trainee teachers in relation to early algebra content is mainly associated with relations based on the recognition of attributes; 2) didactic knowledge on the planning and management of activities for the teaching of mathematics responds to an informal context based on the use of manipulative material. As a conclusion, it is necessary to provide training experiences for teachers that allow them to advance towards the development and transformation of mathematical and didactic knowledge in order to deepen the teaching of early algebra in Early Childhood Education.

Author Biography

Angel Alsina, Universidad de Girona

Departamento de Didácticas Específicas

Instituto de Investigación Educativa

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Published

2023-07-19

How to Cite

Alsina, A., Pincheira, N., & Delgado-Rebolledo, R. (2023). Transformando el conocimiento para enseñar matemáticas de futuros docentes de educación infantil a través del diseño de tareas . Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 98(37.2). https://doi.org/10.47553/rifop.v98i37.2.99241

Issue

Vol. 98 No. 37.2 (2023): Didáctica de la Matemática en la formación de maestros

Section

Monográfico

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