Factors clau per a una educació matemàtica infantil de qualitat

En el present article, s’hi analitzen cinc factors que es consideren clau per avançar cap a una educació matemàtica infantil de qualitat: la formació inicial del professorat, la formació permanent, els itineraris didàctics, els processos matemàtics i la investigació en educació matemàtica infantil

Pistes per a l'avaluació: Com hauria de ser l’avaluació de l’educació matemàtica infantil?

Sobre l'avaluació del coneixement matemàtic dels infants

L'ús de quaderns d'activitats per aprendre matemàtiques a l'educació infantil

Aquest article fa una reflexió sobre el panorama actual referent a læús dels quaderns de matemàtiques a læeducació infantil, com també sobre algunes qüestions que tenen a veure amb les professionals i els professionals implicats en el desenvolupament del pensament matemàtic de les criatures dæaquesta etapa

Un análisis optimista de la educación matemática en la formación de maestros de educación infantil = An optimistic analysis of mathematics education in training pre-school teachers

This article offers a panorama of mathematics training for future teachers at pre-school level in Spain. With this goal in mind, this article is structured infour sections: where we come from, where we are, where we’re going and where we want to go. It offers, in short, a brief analysis that shows the efforts made to ensure there is sufficient academic and scientific rigour in teachers’ studies at pre-school in general and students’ mathematics education in particular. Together with a description of the progress made in recent years, it also raises some questions for all those involved in training future teachers for this educational stage

Cómo enseñar matemáticas en las primeras edades a partir de contextos de vida cotidiana = How to teach mathematics to young students based on everyday contexts

This paper stresses the importance of developing mathematical thought in young children based on everyday contexts, since these are meaningful learning situations with an interdisciplinary, globalised focus. The first part sets out the framework of reference that lays the theoretical foundations for these kinds of educational practices. The second part gives some teaching orientations for work based on everyday contexts. It concludes with the presentation of the activity 'We’re off to the cinema to learn mathematics!'

De los contenidos a las competencias numéricas en la enseñanza obligatoria = From contents to numerical competence in Compulsory Secondary Education

Mathematics has formed part of all our daily lives since the most remote origins of our civilization, although on too many occasions schools have done little for this functional view of mathematics reclaiming the formal role of this discipline in detriment of its more practical and applied element. From this perspective the curriculum organized by competence arises due to the need to fill this vacuum and allow our students to function better in the constant elements of real situations which they are going to have to resolve throughout their lives. The specifying of this general view of mathematic competence in the numeric competence should allow all our students to progressively acquire numeric sense, that is, that they have the capacity to apply good quantitative ideas in real situations

Matemáticas y juego = Mathematics and games

In this article we try to look at the learning of mathematics through games in the first years of schooling. The use of game resources in the class should not be carried out in a uniquely intuitive way but rather in a manner that contains some preliminary reflections such as, what do we understand by games? Why use games as a resource in the Mathematics classroom? And what does its use imply?

¿Para qué sirven los problemas en la clase de matemáticas? = What is the use of problems in Mathematics lessons?

The results obtained in several yield tests, at an international level (mainly the famous PISA 2003 report, by the OCDE), have raised a multiplicity of performances in order to improve the students' yield regarding problem solving. In this article we set a clear guideline on how problems should be used in Mathematics lessons, not for obtaining better scores in the yield tests but for improving the development of Mathematical thinking in students. From this perspective, the author analyses, through eight reflections, how the concept of problem, transmitted both in the school and from society, influences the students

Una visión actualizada de la didáctica de la matemática en educación infantil = An up-to-date vision of pre-school mathematics teaching

This article aims to investigate pre-school mathematics teaching from an uptodate perspective. To pursue this contemporary vision we focus on four key questions: what kind of maths is being worked on, who is doing it, how it is being done, and why it is being done

La numeració i el càlcul a l'educació infantil: de la mecànica a la comprensió

Al nostre país, hi ha pràctiques d’aula encara molt arrelades en relació amb el procés d’ensenyament-aprenentatge de la numeració i el càlcul a l’educació infantil que cal qüestionar, perquè contribueixen de manera escassa o nul·la a ajudar a comprendre els continguts d’aquest bloc. Al present article, s’hi exposen diverses activitats implementades en contextos significatius d’aprenentatge, tant dins de l’aula com fora, que afavoreixen la comprensió de les quantitats discretes i les operacions aritmètiques elementals, el significat que tenen i les funcions que exerceixen, per poder usar aquests coneixements de manera eficaç en contextos diferents de la vida quotidiana