Beyond contents, mathematical processes in Early Childhood Education

Abstract

This article presents a view of teaching mathematics at an early age that gives priority to boys and girls learning to use mathematics in their everyday lives. It is argued that learning to use mathematics must be based on a mathematics curriculum that considers two types of knowledge: mathematical contents (logical mathematical reasoning; numbering and calculation; geometry; measuring; and statistics and probability) and, especially, mathematical processes (problem solving; reasoning and demonstration; communication; connections; and
representation), since they emphasise ways of acquiring and using mathematical contents. Instructional guidelines are offered for the planning and management of activities that consider the connections between contents and the mathematical processes through the presentation of two experiences in different schools around Spain.