Mathematical thinking in early childhood: teaching strategies of preschool educators
Although there are various theories regarding the development of mathematical thinking in early childhood, there is a gap in the application of didactic strategies to enhance its development. The research was aimed at analyzing the essential characteristics of the categories Development of Mathemati...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | Spanish |
| Published: |
Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"
2022-10-01
|
| Series: | Revista MENDIVE |
| Subjects: | |
| Online Access: | https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3066 |
| _version_ | 1811326242335490048 |
|---|---|
| author | Ana Milena Mujica- Stach Maximina Márquez Torres |
| author_facet | Ana Milena Mujica- Stach Maximina Márquez Torres |
| author_sort | Ana Milena Mujica- Stach |
| collection | DOAJ |
| description | Although there are various theories regarding the development of mathematical thinking in early childhood, there is a gap in the application of didactic strategies to enhance its development. The research was aimed at analyzing the essential characteristics of the categories Development of Mathematical Thought and Didactic Strategies, identifying and interpreting the didactic strategies used by nursery educators to develop mathematical thinking in girls and boys, aged between 2 and 4 years, in Chilean classrooms. The sample consisted of 7 key informants, who practice their profession in different regions of Chile. A qualitative method with an interpretive approach was used, which allowed describing, categorizing and theorizing about the realization of the aforementioned constructs. The conclusions highlight the importance of designing didactic strategies that favor the development of mathematical thinking in girls and boys, which is based on the experimentation and interaction of collective, playful and interactive activities that are coupled with pedagogical support. The foregoing makes it possible for the teaching and learning of mathematics to move away from traditional methods, and allow its development as a future thought. |
| first_indexed | 2024-04-13T14:46:40Z |
| format | Article |
| id | doaj.art-08afcc9afc4e4f3bb31bf75765ac61b3 |
| institution | Directory Open Access Journal |
| issn | 1815-7696 |
| language | Spanish |
| last_indexed | 2024-04-13T14:46:40Z |
| publishDate | 2022-10-01 |
| publisher | Universidad de Pinar del Río "Hermanos Saíz Montes de Oca" |
| record_format | Article |
| series | Revista MENDIVE |
| spelling | doaj.art-08afcc9afc4e4f3bb31bf75765ac61b32022-12-22T02:42:44ZspaUniversidad de Pinar del Río "Hermanos Saíz Montes de Oca"Revista MENDIVE1815-76962022-10-01204133813521337Mathematical thinking in early childhood: teaching strategies of preschool educatorsAna Milena Mujica- Stach0Maximina Márquez Torres1Universidad de Los LagosUniversidad de Los Lagos. Departamento de Ciencias ExactasAlthough there are various theories regarding the development of mathematical thinking in early childhood, there is a gap in the application of didactic strategies to enhance its development. The research was aimed at analyzing the essential characteristics of the categories Development of Mathematical Thought and Didactic Strategies, identifying and interpreting the didactic strategies used by nursery educators to develop mathematical thinking in girls and boys, aged between 2 and 4 years, in Chilean classrooms. The sample consisted of 7 key informants, who practice their profession in different regions of Chile. A qualitative method with an interpretive approach was used, which allowed describing, categorizing and theorizing about the realization of the aforementioned constructs. The conclusions highlight the importance of designing didactic strategies that favor the development of mathematical thinking in girls and boys, which is based on the experimentation and interaction of collective, playful and interactive activities that are coupled with pedagogical support. The foregoing makes it possible for the teaching and learning of mathematics to move away from traditional methods, and allow its development as a future thought.https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3066cotidianidadestrategias educativaspensamiento matemáticoprimera infancia. |
| spellingShingle | Ana Milena Mujica- Stach Maximina Márquez Torres Mathematical thinking in early childhood: teaching strategies of preschool educators Revista MENDIVE cotidianidad estrategias educativas pensamiento matemático primera infancia. |
| title | Mathematical thinking in early childhood: teaching strategies of preschool educators |
| title_full | Mathematical thinking in early childhood: teaching strategies of preschool educators |
| title_fullStr | Mathematical thinking in early childhood: teaching strategies of preschool educators |
| title_full_unstemmed | Mathematical thinking in early childhood: teaching strategies of preschool educators |
| title_short | Mathematical thinking in early childhood: teaching strategies of preschool educators |
| title_sort | mathematical thinking in early childhood teaching strategies of preschool educators |
| topic | cotidianidad estrategias educativas pensamiento matemático primera infancia. |
| url | https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3066 |
| work_keys_str_mv | AT anamilenamujicastach mathematicalthinkinginearlychildhoodteachingstrategiesofpreschooleducators AT maximinamarqueztorres mathematicalthinkinginearlychildhoodteachingstrategiesofpreschooleducators |