Mathematical processes in the teaching practices: design, construction and validation of an evaluation instrument

Abstract

This article presents the process of designing and validating an instrument for evaluating the presence of mathematical processes in the teaching-learning practices of mathematics in Early Childhood Education. Over recent years, different international bodies have emphasized the need to work on contents through processes from early ages. In spite of this, no specific instruments exist to evaluate their presence in teaching practices. For this reason, and taking into account the mathematical process standards of the National Council of Teachers of Mathematics of the United States, an instrument has been constructed whose main objective is to evaluate the presence of these processes in the teaching-learning practices of mathematics in Early Childhood Education, thus enabling evidence to be gathered on the presence of problem-solving, reasoning and proof, communication, connections and representation.