Conocimiento especializado para la enseñanza a través de la formulación de problemas en educación infantil

• Martín-Díaz, Juan Pedro ^[1] ; Montes, Miguel ^[1]
  1. [1] Universidad de Huelva

     Universidad de Huelva

     Huelva, España

     
• Localización: Uniciencia, ISSN-e 2215-3470, Vol. 36, Nº. 1, 2022 (Ejemplar dedicado a: Uniciencia. January-December, 2022), 19 págs.
• Idioma: español
• DOI: 10.15359/ru.36-1.37
• Títulos paralelos:
  • Conhecimento especializado para o ensino por meio da formulação de problemas na educação infantil
  • Teachers’ specialized knowledge through problem posing in pre-school education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La formulación de problemas como actividad genuinamente matemática es una fuente inagotable de alternativas en el aula. Son muchos los autores que indican la importancia de esta práctica, así como instituciones como el National Council of Teaching of Mathematics. Pretendemos, a través de un estudio de caso, evidenciar las características del conocimiento movilizado por una maestra, al implementar una sesión de este tipo en 4 años de educación infantil, con énfasis en el conocimiento que usa para la planificación y puesta en práctica de la sesión. Para ello, utilizamos fragmentos de la grabación de la sesión de aula, acompañado de una entrevista posterior a la informante, con el objetivo de corroborar la información identificada durante el análisis de los datos extraídos de la sesión. El carácter específico matemático de esta actividad nos lleva a utilizar el modelo MTSK (Mathematics Teaching Specialized Knowledge) como referente para analizar el conocimiento especializado que una maestra de educación infantil moviliza durante una práctica de aula. Esta práctica se compone de dos tareas, ambas creadas y diseñadas por la maestra informante. Los resultados muestran aspectos relacionados con el MK (Mathematical Knowledge), pero, sobre todo, un predominio del PCK (Pedagogical Content Knowledge) evidenciándose, la importancia de este conocimiento en la etapa de educación infantil para implementar una sesión de formulación de problemas.

  • português

    A formulação de problemas como atividade genuinamente matemática é uma fonte inesgotável de alternativas na sala de aula. São muitos os autores que indicam a importância desta prática, como também instituições como o National Council of Teaching of Mathematics. Objetivamos, por meio de um estudo de caso, evidenciar as características do conhecimento impulsionado por uma docente ao implementar uma sessão desse tipo em 4 anos de educação infantil, com ênfase no conhecimento que usa para o planejamento e a aplicação da sessão.  Para isso, utilizamos fragmentos da gravação da sessão da aula, acompanhados de uma entrevista posterior da informante, com o propósito de corroborar a informação identificada durante a análise dos dados extraídos da sessão. A natureza matemática específica desta atividade nos leva a usar o modelo MTSK (Mathematics Teaching Specialized Knowledge) como referente para analisar o conhecimento especializado que uma docente de educação infantil mobiliza durante uma prática de aula. Esta prática está composta por duas tarefas, ambas criadas e desenhadas pela docente informante. Os resultados mostram aspectos relacionados com o MK (Mathematical Knowledge), mas, sobretudo, um predomínio do PCK (Pedagogical Content Knowledge), evidenciando a importância desse conhecimento na etapa de educação infantil para implementar uma sessão de formulação de problemas.

  • English

    Problem posing, as a genuinely mathematical activity, provides an inexhaustible source of alternatives in a classroom. Many authors, as well as institutions such as the National Council of Teachers of Mathematics, highlight the importance of this mathematical practice. With this case study, we intend to demonstrate the characteristics of the type of knowledge used by a teacher when implementing this type of session in 4-year-olds, with an emphasis on the knowledge used for planning and putting the session into practice. We used fragments of the session’s recording, as well as a subsequent interview with the informant, in order to corroborate the information identified during the data analysis. The specific mathematical nature of this activity leads us to use the MTSK model (Mathematics Teachers’ Specialized Knowledge) as a reference to analyze the specialized knowledge that a pre-school teacher uses during a classroom practice. This practice is comprised of two tasks, both created and designed by the informant teacher. Results show aspects of knowledge related to MK (Mathematical Knowledge), but, above all, PCK (Pedagogical Content Knowledge) predominance, evidencing the importance of this type of knowledge in early childhood education to implement a problem posing session.

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