La naturaleza de las matemáticas escolares en Educación Infantil

• Muñoz-Catalán, M. Cinta ^[1] ; Liñán-García, M. Mar ^[1] ; Joglar-Prieto, Nuria ^[2]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Edma 0-6: Educación Matemática en la Infancia, ISSN-e 2254-8351, Vol. 14, Nº. 1, 2025 (Ejemplar dedicado a: Monograph: Position statement on Early Childhood Mathematics Education of the IEMI group of SEIEM (first part)), págs. 85-104
• Idioma: español
• DOI: 10.24197/edmain.1.2025.85-104
• Títulos paralelos:
  • The nature of school mathematics in early childhood education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este artículo abogamos por una matemática en Educación Infantil que respete el desarrollo del alumnado y aborde el trabajo matemático con rigurosidad y profundidad. En este enfoque, los y las aprendices no son meros usuarios de la matemática, sino auténticos constructores de conocimiento matemático que deben: identificar patrones; modelizar matemáticamente la realidad; resolver problemas; ser organizados y sistemáticos en el proceso de resolución; comunicar de manera precisa los propios argumentos con distintos sistemas de representación, incluyendo el uso riguroso del lenguaje; y contrastarlos con los de sus iguales. Es esta matemática la que contribuye al desarrollo integral del alumnado.

  • English

    In this article, we advocate for a mathematics approach in Early Childhood Education that respects the students' development and addresses mathematical work with rigor and depth. In this approach, learners are not merely users of mathematics but authentic builders of mathematical knowledge, who must: identify patterns; model reality mathematically; solve problems; be organized and systematic in the problem-solving process; communicate their arguments precisely using various systems of representation, including the rigorous use of language; and compare them with those of their peers. It is this mathematics that contributes to the holistic development of the students.

• Referencias bibliográficas
  • Alsina, A., Berciano, A., Cañadas, M. y Muñoz-Catalán, M.C. (2024). Formación inicial del profesorado de Educación Infantil para la enseñanza...
  • Biniés, P. (2008). Conversaciones matemáticas con Maria Antònia Canals. Graó.
  • Brownell, J. O. (2014). Big ideas of early mathematics: what teachers of young children need to know. Pearson.
  • Clements, D. H. (2004). Part 1: Major themes and recommendations. En D. H. Clements, J. Sarama y A.-M. DiBiase (Eds.), Engaging young children...
  • Clements, D. H. y Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge.
  • Council of Chief State School Officers (CCSSO). (2010). Common Core State Standards Initiative. Spanish version retrieved from https://www.sdcoe.net/common-core-espanol/ccss-en-espanol
  • Danielson, C. (2016). Which One Doesn't Belong? A Shapes Book, Teacher's Guide with Student Book. Routledge.
  • Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1–2),...
  • Flynn, M. (2017). Beyond Answers: Exploring Mathematical Practices with Young Children. Stenhouse Publishers.
  • Freudenthal, H. (1973). Mathematics as an Educational Task. Reidel.
  • Fuson, K. C. (2023, April 12). Building math talk for sense-making in the classroom [Webinar]. edWeb. https://home.edweb.net/webinar/math20230412/
  • Geist, E. (2009). Children are born mathematicians: Supporting Mathematical Development, Birth to Age 8. Pearson.
  • Greenes, C., Ginsburg, H. P. y Balfanz, R. (2004). Big Math for Little Kids. Early Childhood Research Quarterly, 19(1), 159–166. https://doi.org/10.1016/j.ecresq.2004.01.010
  • Joglar-Prieto, N., Domínguez, E., Murcia, J. Á., Méndez, M., Ramírez-García, M. y Cid, A. I. (2024). Which one doesn´t belong?: desarrollando...
  • Klein, F. (1914, 1945). Elementary mathematics from an advanced standpoint. Dover.
  • Kuntze, S., Dreher, A. y Friesen, M. (2015). Teachers’ resources in analysing mathematical content and classroom situations –The case of using...
  • Lesh, R., Post, T. R. y Behr, M. (1987). Representations and translations among representations in mathematics learning and problem solving....
  • NCTM (2000). Principles and Standards for School Mathematics. NCTM.
  • Omohundro, K. (2011). Math Exchanges: Guiding Young Mathematicians in Small Group Meetings. Stenhouse Publishers.
  • Santaló, L. A. (2003). La matemática: una filosofía y una técnica. Ariel.
  • Sierpinska, A. (1998). Three epistemologies, three views of communication: Constructivism, social cultural approaches, interactionism. En...