Cómo progresan estudiantes para maestro en la identificación de elementos matemáticos necesarios para interpretar la comprensión de la longitud y su medida en alumnos de educación infantil
- P. Pérez-Tyteca
- M.L. Callejo
- M. Moreno
- G. Sánchez-Matamoros
- J. Valls
- José M. Muñoz-Escolano (coord.)
- Alberto Arnal-Bailera (coord.)
- Pablo Beltrán-Pellicer (coord.)
- M. Luz Callejo (coord.)
- José Carrillo (coord.)
Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-16723-42-3
Year of publication: 2017
Pages: 397-406
Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (21. 2017. Zaragoza)
Type: Conference paper
Abstract
The aim of this research is to analyse the effects of a teaching experiment designed ad hoc, on prospective kindergarten teachers while they learn to identify the mathematical elements needed for interpreting teaching situations related to length magnitude and its measure. Prospective kindergarten teachers had theoretical information of a learning trajectory of length as a magnitude and its measure. The easiest elements of identifying were recognition of length, unicity and the iteration of length unit. One half of them, identified unicity and iteration, both together, what allow them interpret the understanding of children.