MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM

Detalhes bibliográficos
Autor(a) principal: Piñeiro, Juan Luis
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Revista Sergipana de Matemática e Educação Matemática
Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/16010
Resumo: In mathematics education is usually to differentiate the processes (know-how) from the concept (know) in the development of mathematical competence. Consequently, both elements must be evidenced in the curricula. This paper presents an analysis of the presence of mathematical processes in the new Curricula of Chilean Early Childhood Education. The analysis involved a deductive-inductive process based on the descriptions made by the National Council of Teachers of Mathematics (NCTM) of each process. Data show disparate descriptions between the analyzed mathematical processes (problem-solving, reasoning and proof, communication, connections and representation). It is concluded that explicit support to early childhood education teachers is necessary for a successful implementation of the new Curricular Bases.
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spelling MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUMLOS PROCESOS MATEMÁTICOS EN LAS BASES CURRICULARES DE EDUCACIÓN INFANTIL CHILENASIn mathematics education is usually to differentiate the processes (know-how) from the concept (know) in the development of mathematical competence. Consequently, both elements must be evidenced in the curricula. This paper presents an analysis of the presence of mathematical processes in the new Curricula of Chilean Early Childhood Education. The analysis involved a deductive-inductive process based on the descriptions made by the National Council of Teachers of Mathematics (NCTM) of each process. Data show disparate descriptions between the analyzed mathematical processes (problem-solving, reasoning and proof, communication, connections and representation). It is concluded that explicit support to early childhood education teachers is necessary for a successful implementation of the new Curricular Bases.La educación matemática suele diferenciar los procesos (saber hacer) de los contenidos (saber) para el desarrollo de la competencia matemática. En consecuencia, ambos elementos deben evidenciarse en los currículos. En este trabajo se presenta un análisis de la presencia de los procesos matemáticos en las nuevas Bases Curriculares de Educación Infantil chilenas. Las categorías de análisis empleadas han surgido a través de un proceso deductivo-inductivo basado en las descripciones realizadas por el National Council of Teachers of Mathematics (NCTM) de cada proceso. Los resultados obtenidos evidencian que el currículo analizado presenta descripciones dispares entre los procesos analizados (resolución de problemas, razonamiento y prueba, comunicación, conexiones y representación). Se concluye que es necesario un apoyo particular y explícito a las y los docentes de educación infantil para una implementación exitosa de las nuevas Bases Curriculares.Universidade Federal de Sergipe2021-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1601010.34179/revisem.v6i2.16010Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 2 (2021): Educação Matemática na Educação Infantil; 127-143Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education; 127-143Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 2 (2021): Educación Matemática en Educación Infantil; 127-143Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Educação Matemática na Educação Infantil; 127-1432525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSspahttps://seer.ufs.br/index.php/ReviSe/article/view/16010/11912Copyright (c) 2021 Juan Luis Piñeirohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPiñeiro, Juan Luis2021-07-08T16:47:29Zoai:ojs.seer.ufs.br:article/16010Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-07-08T16:47:29Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false
dc.title.none.fl_str_mv MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
LOS PROCESOS MATEMÁTICOS EN LAS BASES CURRICULARES DE EDUCACIÓN INFANTIL CHILENAS
title MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
spellingShingle MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
Piñeiro, Juan Luis
title_short MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
title_full MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
title_fullStr MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
title_full_unstemmed MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
title_sort MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM
author Piñeiro, Juan Luis
author_facet Piñeiro, Juan Luis
author_role author
dc.contributor.author.fl_str_mv Piñeiro, Juan Luis
description In mathematics education is usually to differentiate the processes (know-how) from the concept (know) in the development of mathematical competence. Consequently, both elements must be evidenced in the curricula. This paper presents an analysis of the presence of mathematical processes in the new Curricula of Chilean Early Childhood Education. The analysis involved a deductive-inductive process based on the descriptions made by the National Council of Teachers of Mathematics (NCTM) of each process. Data show disparate descriptions between the analyzed mathematical processes (problem-solving, reasoning and proof, communication, connections and representation). It is concluded that explicit support to early childhood education teachers is necessary for a successful implementation of the new Curricular Bases.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/16010
10.34179/revisem.v6i2.16010
url https://seer.ufs.br/index.php/ReviSe/article/view/16010
identifier_str_mv 10.34179/revisem.v6i2.16010
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/16010/11912
dc.rights.driver.fl_str_mv Copyright (c) 2021 Juan Luis Piñeiro
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Juan Luis Piñeiro
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Sergipe
publisher.none.fl_str_mv Universidade Federal de Sergipe
dc.source.none.fl_str_mv Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 2 (2021): Educação Matemática na Educação Infantil; 127-143
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education; 127-143
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 2 (2021): Educación Matemática en Educación Infantil; 127-143
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Educação Matemática na Educação Infantil; 127-143
2525-5444
reponame:Revista Sergipana de Matemática e Educação Matemática
instname:Universidade Federal de Sergipe (UFS)
instacron:UFS
instname_str Universidade Federal de Sergipe (UFS)
instacron_str UFS
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reponame_str Revista Sergipana de Matemática e Educação Matemática
collection Revista Sergipana de Matemática e Educação Matemática
repository.name.fl_str_mv Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)
repository.mail.fl_str_mv
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