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Specialized knowledge of the future teacher of early childhood education to reflect on algebraic thinking in a professional training task of classification

  • Souza de Alencar, Edvonete [1] ; Muñoz Catalán, Maria de la Cinta [2] ; Liñán García, Maria del Mar [2]
    1. [1] Universidade de Brasília

      Universidade de Brasília

      Brasil

    2. [2] Universidade de Sevilha
  • Localización: Espaço Plural, ISSN-e 1981-478X, ISSN 1518-4196, Vol. 21, Nº. 43, 2025 (Ejemplar dedicado a: v. 21 n. 43 (2025)), págs. 26-49
  • Idioma: inglés
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  • Resumen

    • This article aims to identify elements of the specialized knowledge mobilized by future teachers of Early Childhood Education in initial training on algebraic thinking when they develop a professional formative classification task. The selection was made because we believe that classification is a learning topic in Early Childhood Education that can foster logical-mathematical thinking, which in turn allows us to reflect on and develop algebraic thinking by considering the relationships that are evident in the classification process. Therefore, the theoretical framework we used for this analysis is Mathematics Teacher’s Specialized Knowledge (MTSK). The methodology used was a Teaching Experiment, applied in two initial training classes for early childhood education teachers at the University of Seville. Our results suggest the possibility of advancing discussions about the mathematical knowledge early childhood education teachers need regarding the specificities of classification.

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