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Early Childhood Teachers' Specialised Knowledge to Promote Algebraic Thinking as from a Task of Additive Decomposition (El conocimiento especializado del profesor de educación infantil para fomentar el pensamiento algebraico a partir de una tarea de descomposición aditiva)
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Muñoz-Catalán, M. Cinta; Ramírez-García, Mónica; Joglar-Prieto, Nuria; Carrillo-Yáñez, José – Journal for the Study of Education and Development, 2022
In this article we aim to deepen our understanding of the content and nature of the early childhood teacher's knowledge, focusing on those aspects which might promote students' algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model "Mathematics Teachers'…
Descriptors: Preschool Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Algebra
Elementos Teóricos y Metodológicos para Analizar la Práctica de los Profesores: El Modelo de Enseñanza = Theoretical and Methodological Elements to Analyze Teacher Practice: The Teaching Model
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Salinas-Hernández, Ulises; Moreno-Armella, Luis; Miranda, Isaias – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In this article we present and discuss some theoretical and methodological elements of a wider research that analyzes the teaching practice of two teachers novice and expert from a semiotic theoretical approach. The conceptual framework of this work allows for addressing the epistemological and didactic dimensions of the teaching practice. Three…
Descriptors: Teaching Methods, Beginning Teachers, Experienced Teachers, Models