Educación matemática infantil desde la perspectiva del conexionismo: Análisis de una práctica educativa de aula
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This article describes the characteristics of an activity designed from the perspective of
connectionism and its effectiveness to develop children’s mathematical thinking at the
earliest ages. From this perspective, a linear development of contents is substituted by a
global development, so that in the same activity several concepts appear at once. For the
analysis, a teaching practice carried out with 23 students of three years is presented. The
analysis allowed to observe the presence of conceptual connections (between concepts),
practical connections (with daily life) and teaching connections (with other disciplines).
We conclude that the teaching and learning of mathematics in early childhood education
from the perspective of connectionism contributes to deeper understanding of knowledge