Inicios del pensamiento algebraico en educación infantil a través de los patrones de repetición

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The purpose of the doctoral thesis presented in this report is to provide knowledge that allows us to situate the way in which 3-, 4- and 5-year-old children are initiated in the understanding of repetition patterns in order to advance towards the early development of algebraic thinking, promoting the connection between recursive, relational and functional thinking. For this purpose, within the framework of a design-based research and from a longitudinal perspective, proposals on repetition patterns are designed, validated and implemented with 24 infant schoolchildren. These proposals emerge over 3 consecutive years from the fusion of Clements and Sarama's (2015) contributions on learning trajectories and Alsina's (2010, 2019, 2020, 2022) Mathematics Education Itineraries Approach (EIEM, hereafter), together with theoretical knowledge based on literature in general and international curricular guidelines in particular. ​
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