Publication: Transformando el conocimiento para enseñar matemáticas de docentes en formación de educación infantil a través del diseño de tareas
Authors
Alsina, Ángel ; Pincheira, Nataly ; Delgado-Rebolledo, Rosa
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.2.99241
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info:eu-repo/semantics/article
Description
Abstract
En este estudio se analiza la transformación de los conocimientos matemáticos acerca de los contenidos y de los conocimientos didácticos en torno a la planificación e implementación de actividades para la enseñanza de las matemáticas, que activan los docentes en formación de educación infantil cuando diseñan tareas de álgebra temprana. Se ha adoptado un paradigma investigativo mixto de carácter descriptivo, utilizando como técnica de investigación el análisis de contenido. En el estudio han participado 105 docentes en formación de educación infantil y la recolección de datos se ha realizado en una sesión de clase del plan de estudios. Los resultados obtenidos revelan que: 1) el conocimiento matemático que activan los docentes en formación en relación con los contenidos de álgebra temprana se asocia principalmente con las relaciones a partir del reconocimiento de atributos; 2) los conocimientos didácticos sobre la planificación e implementación de actividades para la enseñanza de las matemáticas responden a un contexto informal a partir del uso de material manipulativo. Se concluye que es necesario brindar experiencias de formación a los docentes, que les permitan avanzar hacia el desarrollo y transformación de los conocimientos matemáticos y didácticos para profundizar en la enseñanza del álgebra temprana en educación infantil.
This study analyses the transformation of mathematical knowledge about content and pedagogical knowledge about the planning and implementation of mathematics classroom activities, activated by pre-service 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 pre-service Early Childhood Education teachers and the data collection was carried out in a classroom session of the curriculum. The results obtained show that: 1) the mathematical knowledge activated by pre-service teachers in relation to early algebra content is mainly associated with relations based on the recognition of attributes; 2) pedagogical knowledge on the planning and implementation of classroom activities for the teaching of mathematics responds to an informal context based on the use of manipulatives. As a conclusion, it is necessary to provide training activities for pre-service teachers that allow them to advance towards the development and transformation of mathematical and pedagogical knowledge in order to deepen the teaching of early algebra in Early Childhood Education.
This study analyses the transformation of mathematical knowledge about content and pedagogical knowledge about the planning and implementation of mathematics classroom activities, activated by pre-service 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 pre-service Early Childhood Education teachers and the data collection was carried out in a classroom session of the curriculum. The results obtained show that: 1) the mathematical knowledge activated by pre-service teachers in relation to early algebra content is mainly associated with relations based on the recognition of attributes; 2) pedagogical knowledge on the planning and implementation of classroom activities for the teaching of mathematics responds to an informal context based on the use of manipulatives. As a conclusion, it is necessary to provide training activities for pre-service teachers that allow them to advance towards the development and transformation of mathematical and pedagogical knowledge in order to deepen the teaching of early algebra in Early Childhood Education.
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Citation
Revista interuniversitaria de formación del profesorado, V. 37(2), N. 98, 2023
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