Enfoque espontáneo en estructuras matemáticas: patrones y clasificación

• Bojorque, Gina ^[1] ; Gonzales, Neli ; Wijns, Nore ^[2] ; Verschaffel, Lieven ^[2] ; Torbeyns, Joke ^[2]
  1. [1] Universidad de Cuenca

     Universidad de Cuenca

     Cuenca, Ecuador

     
  2. [2] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
• Localización: PODIUM, ISSN 1390-5473, ISSN-e 2588-0969, Nº. 40, 2021, págs. 125-142
• Idioma: español
• DOI: 10.31095/podium.2021.40.8
• Títulos paralelos:
  • Spontaneous focus on mathematical structures: patterns and sorting
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El propósito del estudio fue examinar si los niños preescolares se enfocan espontáneamente en estructuras matemáticas –patrones y clasificación– y si dicho enfoque se asocia con sus habilidades para trabajar patrones. La metodología fue cuantitativa de tipo descriptivo y comparativo. Participaron en el estudio 60 preescolares que fueron evaluados al finalizar el año escolar. Los resultados indicaron que la mayoría de ellos se enfoca espontáneamente en crear una estructura matemática y que no existe asociación entre su tendencia a enfocarse en estructuras matemáticas y su habilidad para trabajar patrones. No se observaron diferencias en el enfoque espontáneo relacionadas al género ni al nivel socioeconómico. Se concluye que estos resultados permiten apuntar a la naturaleza universal del enfoque espontáneo en estructuras matemáticas.

  • English

    The study aimed to examine whether preschool children spontaneously focus on mathematical structures - patterns and classification - and whether that spontaneous focus is associated with their patterning abilities. The methodology was quantitative, descriptive, and comparative. Participants included 60 preschoolers who were evaluated at the end of the school year. The results indicated that most of them spontaneously focus on creating a mathematical structure and that there is no association between their tendency to focus on mathematical structures and their patterning abilities. No differences were observed in the spontaneous focus related to gender or socioeconomic background. It is concluded that these results allow us to point to the universal nature of the spontaneous focus on mathematical structures.

• Referencias bibliográficas
  • Andrews, P., y Sayers, J. (2015). Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework...
  • Aunio, P., y Niemivirta, M. (2010). Predicting children’s mathematical performance in grade one by early numeracy. Learning and Individual...
  • Bojorque, G., y Gonzales, N. (2021). Patrones matemáticos en los niveles de Inicial y Preparatoria: Análisis del currículo. INNOVA Research...
  • Bojorque, G., Torbeyns, J., Hannula-Sormunen, M., Van Nijlen, D., y Verschaffel, L. (2017). Development of SFON in Ecuadorian Kindergartners....
  • Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., y Verschaffel, L. (2018). Effectiveness of the Building Blocks program for enhancing...
  • Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., y Verschaffel, L. (2019). Influencia del nivel socioeconómico en el desarrollo de...
  • Clements, D., y Sarama, J. (2009). Learning and teaching early maths: The learning trajectories approach. NY: Routledge.
  • Collins, M. A., y Laski, E. V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32(3),...
  • Degrande, T., Verschaffel, L., y Van Dooren, W. (2017). Spontaneous focusing on quantitative relations: Towards a characterization. Mathematical...
  • Field, A. (2009). Discovering statistics using SPSS (Third Edition). London, UK: SAGE.
  • Fox, J. (2005). Child-initiated mathematical patterning in the pre-compulsory years. In H. L. Chick y J. L. Vincent (Eds.), Proceedings of...
  • Geary, D. (2011). Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. Developmental Psychology, 47(6),...
  • Hannula, M. M. (2005). Spontaneous focusing on numerosity in the development of early mathematical skills. Annales Universitais Turkuensis...
  • Hannula, M. M., y Lehtinen, E. (2005). Spontaneous focusing on numerosity and mathematical skills of young children. Learning and Instruction,...
  • Hannula, M. M., Lepola, J., y Lehtinen, E. (2010). Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills....
  • Hannula, M. M., Mattinen, A., y Lehtinen, E. (2005). Does social interaction influence 3-year-old children’s tendency to focus on numerosity?...
  • Hannula-Sormunen, M. M. (2015). Spontaneous focusing on numerosity and its relation to counting and arithmetic. In R. C. Kadosh & A. Dowker...
  • Hannula-Sormunen, M. M., Lehtinen, E., y Räsänen, P. (2015). Preschool children’s spontaneous focusing on numerosity, subitizing, and counting...
  • Hannula-Sormunen, M., Nanu, C., Luomaniemi, K., Heinonen, M., Sorariutta, A., Södervik, I., y Mattinen, A. (2020). Promoting spontaneous focusing...
  • Lüken, M. (2012). Young children’s structure sense. Journal Für Mathematik-Didaktik, (33), 263–285. https://doi.org/10.1007/s13138-012-0036-8
  • Lüken, M. M. (2018). Repeating pattern competencies in three- to five-year old kindergartners: A closer look at strategies. In C. B. Iliada...
  • Mason, J., Stephens, M., y Watson, A. (2009). Appreciating Mathematical structure for all. Mathematics Education Research Journal, 21(2),...
  • Mulligan, J. T., y Mitchelmore, M. C. (1997). Young children's intuitive models of multiplication and division. Journal for Research in...
  • Mulligan, J., Prescott, A., y Mitchelmore, M. (2004). Children’s development of structure in early mathematics. In M. J. Høines y A. B. Fuglestad...
  • Mulligan, J., y Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research...
  • Mulligan, J. T., Mitchelmore, M. C., English, L. D., y Robertson, G. (2010). Implementing a Pattern and Structure Mathematics Awareness Program...
  • Mulligan, J. T., Papic, M., Prescott, A., y Mitchelmore, M. C. (2006). Improving early numeracy through a Pattern and Structure Mathematics...
  • Mulligan, J., Verschaffel, L., Baccaglini-Frank, A., Coles, A., Gould, P., He, S., . . . Yang, D. C. (2018). Whole number thinking, learning...
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D., Sarama, J., Wolfe, C., y Spitler, M. E. (2016). Which preschool mathematics competencies...
  • Papic, M. (2007). Promoting repeating patterns with young children—more than just alternating colours! Australian Primary Mathematics Classroom,...
  • Papic, M., Mulligan, J., y Mitchelmore, M. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research...
  • Platz, D. L. (2004). Challenging young children through simple sorting and classifying: A developmental approach. Education 125(1), 3–13.
  • Rathé, S., Torbeyns, J., De Smedt, B., y Verschaffel, L. (2019). Spontaneous focusing on Arabic number symbols and its association with early...
  • Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G., y Farran, D. C. (2017). Early math trajectories: Low- income children’s mathematics knowledge...
  • Rittle-Johnson, B., Fyfe, E. R., Loehr, A. M., y Miller, M. R. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early...
  • Rittle-Johnson, B., Fyfe, E. R., McLean, L. E., y McEldoon, K. L. (2013). Emerging understanding of patterning in 4-year-olds. Journal of...
  • Seo, K.-H., y Ginsburg, H. (2004). What is developmentally appropriate in early childhood mathematics education? Lessons from new research....
  • Sharir, T., Mashal, N., y Mevarech, Z. R. (2015). To what extent can young children spontaneously recognize mathematical structures? Paper...
  • Starkey, P., Klein, A., y Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention....
  • Verschaffel, L., Rathe, S., Wijns, N., De Smedt, B., & Torbeyns, J. (2018). Young children’s early mathematical competencies: The role...
  • Wijns, N., De Smedt, B., Verschaffel, L., y Torbeyns, J. (2019a). Are preschoolers who spontaneously create patterns better in mathematics?...
  • Wijns, N., Torbeyns, J., Bakker, M., De Smedt, B., y Verschaffel, L. (2019b). Four-year olds’ understanding of repeating and growing patterns...
  • Wijns, N., Torbeyns, J., De Smedt, B., y Verschaffel, L. (2019c). Young children’s patterning competencies and mathematical development: A...