The Transition from Early Childhood Education to Primary Education: Seeking Continuity and Coherence in Mathematics Learning
DOI:
https://doi.org/10.24197/edmain.1.2025.68-84Keywords:
Early Childhood Education, Transition to Primary Education, Mathematics Teaching, Learning Trajectories, Arithmetic learningAbstract
The transition from Early Childhood Education to Primary Education should respect the holistic development of students and extend aspects of teaching related to socio-emotional and instructional support from the first stage. Mastery of teaching and learning trajectories from ages 0 to 8, along with the consideration of progressive formalization that facilitates the understanding of mathematical content and the design of tasks that help develop representational flexibility, are key to supporting the beginning of the Primary Education stage. All of this should be considered in the training of Early Childhood and Primary Education teachers.
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