Niños de 3 años empezando a desarrollar la competencia matemática a través de la modelización matemática temprana.

The early mathematical modeling skills that begin to emerge in a group of 20 children aged 2-3 years are analyzed through the resolution of a real-world problem. Additionally, the mathematical concepts they engage with during the modeling process are described, with the goal of generating a concrete model based on the real problem presented. The results indicate: a) the most frequent skills in the modeling cycle are Comprehension and Interpretation, and to a lesser extent, Structuring, Mathematization, Validation, and Presentation/Exposition, while Mathematical Work is quite limited; b) the mathematical concepts mobilized by the children are associated with Early Algebra (recognition of qualities and attributes to establish relationships); Numbers and Operations (recognition of quantities of elements and comparisons between them); and c) Statistics and Probability (organization of data in frequency tables). It is concluded that the skills in the modeling cycle enhance problem-solving and, more generally, promote the development of mathematical competence, hence it is recommended to introduce these types of activities from the early stages ​
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