Numerical thinking: evolution of the cardinal number in Early Childhood Education

Detalhes bibliográficos
Autor(a) principal: Fernández Escalona, Catalina
Data de Publicação: 2018
Outros Autores: Dominguez Fernández, Antonio
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/68
Resumo: In this paper we focus on the cardinal aspect of the natural number, where the number is associated with a set to indicate the amount of elements it has. It is about studying how cardinal thinking is in children in pre-school education. Presenting tasks with the logical-mathematical schemes of the cardinal number, and taking into account that each task corresponds to the child's maturational age, we analyze the strategies followed, as well as the mistakes made by those students who have not overcome this task, achieving all this diagnose the numerical thinking in its cardinal aspect.
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spelling Numerical thinking: evolution of the cardinal number in Early Childhood EducationPensamiento numérico: evolución del número cardinal en Educación InfantilNumerical ThinkingNatural NumberCardinal NumberEarly Childhood EducationPensamiento NuméricoNúmero NaturalNúmero CardinalEducación InfantilIn this paper we focus on the cardinal aspect of the natural number, where the number is associated with a set to indicate the amount of elements it has. It is about studying how cardinal thinking is in children in pre-school education. Presenting tasks with the logical-mathematical schemes of the cardinal number, and taking into account that each task corresponds to the child's maturational age, we analyze the strategies followed, as well as the mistakes made by those students who have not overcome this task, achieving all this diagnose the numerical thinking in its cardinal aspect.En este trabajo nos centramos en el aspecto cardinal del número natural, donde el número se asocia con un conjunto para indicar la cantidad de elementos que tiene. Se trata de estudiar cómo es el pensamiento cardinal en los niños en Educación Infantil. Presentando tareas con los esquemas lógico-matemáticos del número cardinal, y teniendo en cuenta que cada tarea corresponde a la edad madurativa del niño, se analizan las estrategias seguidas, así como los errores cometidos por aquellos alumnos que no han superado esta tarea, logrando con todo ello diagnosticar el pensamiento numérico en su aspecto cardinal.Editora Unimontes2018-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/6810.24116/emd25266136v2n52018a03Educação Matemática Debate; v. 2 n. 5 (2018): maio/ago.; 188-2042526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESspahttps://www.periodicos.unimontes.br/index.php/emd/article/view/68/4500https://www.periodicos.unimontes.br/index.php/emd/article/view/68/73https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessFernández Escalona, CatalinaDominguez Fernández, Antonio2021-08-13T14:51:17Zoai:ojs2.periodicos.unimontes.br:article/68Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2021-08-13T14:51:17Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Numerical thinking: evolution of the cardinal number in Early Childhood Education
Pensamiento numérico: evolución del número cardinal en Educación Infantil
title Numerical thinking: evolution of the cardinal number in Early Childhood Education
spellingShingle Numerical thinking: evolution of the cardinal number in Early Childhood Education
Fernández Escalona, Catalina
Numerical Thinking
Natural Number
Cardinal Number
Early Childhood Education
Pensamiento Numérico
Número Natural
Número Cardinal
Educación Infantil
title_short Numerical thinking: evolution of the cardinal number in Early Childhood Education
title_full Numerical thinking: evolution of the cardinal number in Early Childhood Education
title_fullStr Numerical thinking: evolution of the cardinal number in Early Childhood Education
title_full_unstemmed Numerical thinking: evolution of the cardinal number in Early Childhood Education
title_sort Numerical thinking: evolution of the cardinal number in Early Childhood Education
author Fernández Escalona, Catalina
author_facet Fernández Escalona, Catalina
Dominguez Fernández, Antonio
author_role author
author2 Dominguez Fernández, Antonio
author2_role author
dc.contributor.author.fl_str_mv Fernández Escalona, Catalina
Dominguez Fernández, Antonio
dc.subject.por.fl_str_mv Numerical Thinking
Natural Number
Cardinal Number
Early Childhood Education
Pensamiento Numérico
Número Natural
Número Cardinal
Educación Infantil
topic Numerical Thinking
Natural Number
Cardinal Number
Early Childhood Education
Pensamiento Numérico
Número Natural
Número Cardinal
Educación Infantil
description In this paper we focus on the cardinal aspect of the natural number, where the number is associated with a set to indicate the amount of elements it has. It is about studying how cardinal thinking is in children in pre-school education. Presenting tasks with the logical-mathematical schemes of the cardinal number, and taking into account that each task corresponds to the child's maturational age, we analyze the strategies followed, as well as the mistakes made by those students who have not overcome this task, achieving all this diagnose the numerical thinking in its cardinal aspect.
publishDate 2018
dc.date.none.fl_str_mv 2018-07-01
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://www.periodicos.unimontes.br/index.php/emd/article/view/68
10.24116/emd25266136v2n52018a03
url https://www.periodicos.unimontes.br/index.php/emd/article/view/68
identifier_str_mv 10.24116/emd25266136v2n52018a03
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/68/4500
https://www.periodicos.unimontes.br/index.php/emd/article/view/68/73
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 2 n. 5 (2018): maio/ago.; 188-204
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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