Mathematical actions in early childhood within a reflective and changing teaching atmosphere

Authors

  • Yeni Acosta Incháustegui Universidad de Girona , Universidad de Girona
  • Ángel Alsina Universidad de Girona , Universidad de Girona

DOI:

https://doi.org/10.24197/edmain.2.2015.1-21

Keywords:

Early Childhood Education, Informal mathematics, Documentation and interpretation, Reflective practice, Transformation of teaching practice

Abstract

The double aim of this investigation is to provide evidence and interpret the informal mathematical content during the educational proposal developed within the fields of light and darkness, and also analyse the transformation of the teaching practice within a reflective atmosphere. The results show that infants from 2 to 3 years of age, using identification, comparison and the observation of change, properties and qualities of object, establish logical relationships between space and time which contribute to enrich their development. Along this shared path, teachers show some reluctance and uncertainty to incorporate more enriching proposals and start the transformation of their praxis.

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Published

2015-12-30

Issue

Vol. 4 No. 2 (2015)

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

Mathematical actions in early childhood within a reflective and changing teaching atmosphere. (2015). Edma 0-6: Educación Matemática En La Infancia, 4(2), 1-21. https://doi.org/10.24197/edmain.2.2015.1-21