Mathematical Processes in Early Childhood Education: An Approach from Textbooks in Chile and Spain

Simple item page
dc.contributor.authorVasquez, Claudia
dc.contributor.authorPincheira, Nataly
dc.contributor.authorAlsina, Angel
dc.date.accessioned2025-01-20T17:26:46Z
dc.date.available2025-01-20T17:26:46Z
dc.date.issued2023
dc.description.abstractWe examined the presence of mathematical processes in textbooks for pre-school education in Chile and Spain. For this purpose, a content analysis of the mathematical tasks of: numbers, geometry, measurement, algebra, statistics and probability has been carried out. The results show a predominance of problem solving and representation processes. The mathematical processes less present are: communication and reasoning and proof. On the other hand, the transcendental role of the teacher's didactic guide is observed in offering suggestions for the management of tasks aimed at offering learning opportunities linked to mathematical processes.
dc.fuente.origenWOS
dc.identifier.doi10.30827/pna.v18i1.27164
dc.identifier.eissn1887-3987
dc.identifier.issn1886-1350
dc.identifier.urihttps://doi.org/10.30827/pna.v18i1.27164
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/91560
dc.identifier.wosidWOS:001089704700001
dc.issue.numero1
dc.language.isoen
dc.pagina.final34
dc.pagina.inicio1
dc.revistaPna-revista de investigacion en didactica de la matematica
dc.rightsacceso restringido
dc.subjectEarly childhood education
dc.subjectMathematical competence
dc.subjectMathematical processes
dc.subjectTextbooks
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleMathematical Processes in Early Childhood Education: An Approach from Textbooks in Chile and Spain
dc.typeartículo
dc.volumen18
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
Files
Collections
Artículos de revistas