MTSK in the initial training of teachers in early childhood education for the design of activities

Authors

  • Alba Prieto González Universidad de Oviedo, España , Universidad de Oviedo, España
  • Álvaro Aguilar González Universidad de Oviedo, España , Universidad de Oviedo, España

DOI:

https://doi.org/10.24197/edmain.2.2019.109-133

Keywords:

MTSK, Pre-service teachers, Activity design, Case study

Abstract

The present work consists of carrying out a case study with sixteen students from the CP Guimarán-Valle (Asturias) between the ages of three and five. The aim is to analyse possible differences in the cognitive and epistemological development of mathematical knowledge according to age. To this end, two activities corresponding to the fields of mathematical knowledge were designed: the field of logical-mathematical knowledge and the field of numerical knowledge. The design of the activities has been developed from the theoretical aspects of the Mathematics Teacher's Specialised Knowledge (MTSK) model.

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Published

2021-12-31

Issue

Vol. 8 No. 2 (2019)

Section

End of degree / master projects in Early Childhood Mathematics Education

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

MTSK in the initial training of teachers in early childhood education for the design of activities. (2021). Edma 0-6: Educación Matemática En La Infancia, 8(2), 109-133. https://doi.org/10.24197/edmain.2.2019.109-133