Presencia de los procesos matemáticos en la enseñanza del número de 4 a 8 años. Transición entre la educación infantil y elemental

• Autores: Claudia Coronata
• Directores de la Tesis: Ángel Alsina i Pastells (dir. tes.)
• Lectura: En la Universitat de Girona ( España ) en 2014
• Idioma: español
• Tribunal Calificador de la Tesis: Mequè Edo i Bastè (presid.), Anna Maria Geli de Ciurana (secret.), Edelmira Rosa Badillo Jiménez (voc.)
• Materias:
  • Pedagogía
    • Teoría y métodos educativos
      • Enseñanza programada
• Enlaces
  • Tesis en acceso abierto en: TDX
• Dialnet Métricas: 10 Citas
• Resumen

  • In this thesis practices of teaching and learning of the concept of number of teachers of children between 4 and 8 years are analyzed, observing and analyzing the presence of the five mathematical processes: Resolution problems, reasoning and proof, communication, connections and representation. To perform this study the research question arises: how mathematical processes are present in the practices of teaching and learning of the concept of number of teachers of children between 4 and 8 years? This question derived objectives: To describe the teaching-learning strategies used by the teachers in relation to elemental mathematical processes in learning the notion of number in children between 4 and 8 years