Visualization and symmetry in Early Childhood Teachers Training

Authors

  • Marjorie Sámuel Universidad Católica del Maule, Chile , Universidad Católica del Maule, Chile
  • Yuly Marsela Vanegas Muñoz Universitat Autónoma de Barcelona, Bellaterra, España , Universitat Autónoma de Barcelona, Bellaterra, España
  • Joaquim Giménez Rodríguez Universitat de Barcelona, Barcelona, España , Universitat de Barcelona, Barcelona, España

DOI:

https://doi.org/10.24197/edmain.1.2016.21-32

Keywords:

Teacher training, Early Childhood Education, Symmetry, Visualization

Abstract

This article presents a research aimed to recognize positions of early childhood future teachers, when analyzing school assignments involving geometry. The activity is developed by children aged 5-6 years old. They are discussed in detail as previous study, responses of three future teachers to a professional task. The results show that it dominates a superficial perspective on how to interpret the actions of children. It also appears some views and interpretations of mathematics teaching. The idea of visualization and conceptualization of patterns like symmetry were found as complex cognitive processes and much unknown.

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Published

2021-12-31

Issue

Vol. 5 No. 1 (2016)

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

Visualization and symmetry in Early Childhood Teachers Training. (2021). Edma 0-6: Educación Matemática En La Infancia, 5(1), 21-32. https://doi.org/10.24197/edmain.1.2016.21-32