WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM

Detalhes bibliográficos
Autor(a) principal: Vásquez, Claudia
Data de Publicação: 2021
Outros Autores: Pincheira, Nataly
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/16007
Resumo: This paper presents an analysis of the mathematical processes managed by a teacher in the Early Childhood Education classroom when teaching probability. An exploratory study has been carried out with a qualitative approach, using a case study research design. The data collection technique is based on non-participant observation through the video recording of two classroom sessions. The results show the presence of the mathematical processes of problem solving, reasoning and proof, communication, connections and representation with different levels of depth and attention in the classroom session analysed. It is concluded that teacher management of learning experiences is a key aspect in the mobilization of mathematical processes, causing processes to emerge that are not entirely evident in the design of such experiences. The formulation of good questions during the management of learning experiences makes mathematical processes visible and invites children to reason, communicate, argue and justify their mathematical actions and ideas around probability.
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spelling WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM¿QUÉ PROCESOS MATEMÁTICOS SE MOVILIZAN CUANDO SE ENSEÑA PROBABILIDAD? UN ESTUDIO DE CASO EN EL AULA DE EDUCACIÓN INFANTILThis paper presents an analysis of the mathematical processes managed by a teacher in the Early Childhood Education classroom when teaching probability. An exploratory study has been carried out with a qualitative approach, using a case study research design. The data collection technique is based on non-participant observation through the video recording of two classroom sessions. The results show the presence of the mathematical processes of problem solving, reasoning and proof, communication, connections and representation with different levels of depth and attention in the classroom session analysed. It is concluded that teacher management of learning experiences is a key aspect in the mobilization of mathematical processes, causing processes to emerge that are not entirely evident in the design of such experiences. The formulation of good questions during the management of learning experiences makes mathematical processes visible and invites children to reason, communicate, argue and justify their mathematical actions and ideas around probability. En este trabajo se presenta un análisis de los procesos matemáticos que gestiona un profesor en el aula de Educación Infantil al enseñar probabilidad. Se ha realizado un estudio exploratorio con un enfoque cualitativo, utilizando como diseño de investigación el estudio de caso. La técnica de recolección de datos obedece a la observación no participante a través de la videograbación de dos sesiones de clase. Los resultados muestran la presencia de los procesos matemáticos de resolución de problemas, razonamiento y prueba, comunicación, conexiones y representación con distintos niveles de profundidad y atención en la sesión de clase analizada. Se concluye que la gestión de las experiencias de aprendizaje que realiza el profesorado constituye un aspecto clave en la movilización de los procesos matemáticos, provocando que emerjan procesos que no son del todo evidente en el diseño de tales experiencias. La formulación de buenas preguntas durante la gestión de las experiencias de aprendizaje visibiliza los procesos matemáticos e invita a los niños a razonar, comunicar, argumentar y justificar sus acciones e ideas matemáticas en torno a la probabilidad. Universidade Federal de Sergipe2021-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1600710.34179/revisem.v6i2.16007Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 2 (2021): Educação Matemática na Educação Infantil; 62-84Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education; 62-84Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 2 (2021): Educación Matemática en Educación Infantil; 62-84Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Educação Matemática na Educação Infantil; 62-842525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSspahttps://seer.ufs.br/index.php/ReviSe/article/view/16007/11909Copyright (c) 2021 Claudia Vásquez, Nataly Pincheirahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessVásquez, ClaudiaPincheira, Nataly2021-07-08T16:52:19Zoai:ojs.seer.ufs.br:article/16007Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-07-08T16:52:19Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false
dc.title.none.fl_str_mv WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
¿QUÉ PROCESOS MATEMÁTICOS SE MOVILIZAN CUANDO SE ENSEÑA PROBABILIDAD? UN ESTUDIO DE CASO EN EL AULA DE EDUCACIÓN INFANTIL
title WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
spellingShingle WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
Vásquez, Claudia
title_short WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
title_full WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
title_fullStr WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
title_full_unstemmed WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
title_sort WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM
author Vásquez, Claudia
author_facet Vásquez, Claudia
Pincheira, Nataly
author_role author
author2 Pincheira, Nataly
author2_role author
dc.contributor.author.fl_str_mv Vásquez, Claudia
Pincheira, Nataly
description This paper presents an analysis of the mathematical processes managed by a teacher in the Early Childhood Education classroom when teaching probability. An exploratory study has been carried out with a qualitative approach, using a case study research design. The data collection technique is based on non-participant observation through the video recording of two classroom sessions. The results show the presence of the mathematical processes of problem solving, reasoning and proof, communication, connections and representation with different levels of depth and attention in the classroom session analysed. It is concluded that teacher management of learning experiences is a key aspect in the mobilization of mathematical processes, causing processes to emerge that are not entirely evident in the design of such experiences. The formulation of good questions during the management of learning experiences makes mathematical processes visible and invites children to reason, communicate, argue and justify their mathematical actions and ideas around probability.
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/16007
10.34179/revisem.v6i2.16007
url https://seer.ufs.br/index.php/ReviSe/article/view/16007
identifier_str_mv 10.34179/revisem.v6i2.16007
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/16007/11909
dc.rights.driver.fl_str_mv Copyright (c) 2021 Claudia Vásquez, Nataly Pincheira
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Claudia Vásquez, Nataly Pincheira
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; 62-84
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education; 62-84
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 2 (2021): Educación Matemática en Educación Infantil; 62-84
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Educação Matemática na Educação Infantil; 62-84
2525-5444
reponame:Revista Sergipana de Matemática e Educação Matemática
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instname_str Universidade Federal de Sergipe (UFS)
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institution UFS
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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