Argumentación matemática a través de actividades STEAM en educación infantil
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The argumentation skills are analyzed in a classroom of 5 years of Early Childhood Education from a STEAM activity in which mathematics and sciences are jointly
studied from the study of the physical properties of water. In particular, students’ arguments about the water form are analyzed from an experiment with five containers with
different geometrical properties. The results indicate that children use mainly argumentations based on mathematical language, or words or spellings, although with enough
errors in the type of language used. It is concluded that the scientific-mathematical activities are an ideal scenario to promote the development of critical mathematical
thinking in Early Childhood Education