Towards numeracy in Early Childhood Education: Some advances in Chile and Spain

Authors

  • Claudia Coronata Pontifical Catholic University of Chile image/svg+xml
  • Ángel Alsina Universidad de Girona , Universidad de Girona

DOI:

https://doi.org/10.24197/edmain.2.2012.42-56

Keywords:

Numeracy, Mathematics curriculum, Math practice, Early Childhood Education

Abstract

This article reviews the main contemporary international references on numerical knowledge acquisition in the kindergarten stage. Secondly it analyzes the instructions curricular in two countries-one Spanish-speaking Latin America (Chile) and one European (Spain) - to determine the extent to assume international benchmarks while comparing the curricula of both countries. Finally, it presents a proposal for intervention in the classroom that the combination of different learning contexts and processes to investigate mathematical teaching practices and most effective in promoting and numeracy of children from the earliest ages.

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Published

2021-12-31

Issue

Vol. 1 No. 2 (2012)

Section

Articles

License

The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.

How to Cite

Towards numeracy in Early Childhood Education: Some advances in Chile and Spain. (2021). Edma 0-6: Educación Matemática En La Infancia, 1(2), 42-56. https://doi.org/10.24197/edmain.2.2012.42-56