DUGiDocsModos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición
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dc.date.accessioned
2024-01-25T08:33:24Z
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2024-01-25T08:33:24Z
dc.date.issued
2024-01-16
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dc.description.abstract
A Design-Based Research is developed with 24 4-year-old children to design and validate a teaching itinerary of repetition patterns and to evaluate its effect from the analysis of the modes of algebraic thinking (recursive, relational and functional) mobilised by 8 children with an average Mathematical Competence Index (MCI) in the most concrete contexts of the itinerary. The results show: a) a 22% difference in success between concrete and abstract contexts; b) a greater presence of recursive than functional thinking. It is concluded that the teaching of repetition patterns should ensure the transition from recursive to relational and functional thinking
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34 p.
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application/pdf
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spa
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Universidad de Granada. Departamento de Didáctica de la Matemática
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Reproducció digital del document publicat a: https://doi.org/10.30827/pna.v18i2.26256
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PNA: Revista de Investigación en Didáctica de la Matemática, 2024, vol. 18, num. 2, p. 189-222
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Articles publicats (D-DE)
dc.rights
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
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dc.source
Acosta Inchaustegui, Yeni Alsina, Àngel 2024 Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición PNA: Revista de Investigación en Didáctica de la Matemática 18 2 189 222
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dc.title
Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición
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info:eu-repo/semantics/article
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info:eu-repo/semantics/openAccess
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info:eu-repo/semantics/publishedVersion
dc.identifier.doi
dc.identifier.idgrec
037820
dc.type.peerreviewed
peer-reviewed
dc.identifier.eissn
1887-3987