Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling
The characteristics of the models that 5-6 year old children create during a mathematical modelling process are analysed in order to find creative and effective solutions to real problems. To this end, a mathematical modelling activity has been implemented based on the phases of comprehension, struc...
| Authors: | ; |
|---|---|
| Format: | Article |
| Status: | Published version |
| Publication date: | 2025 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/27168 |
| Online Access: | http://hdl.handle.net/10256/27168 |
| Access Level: | Open access |
| Keyword: | Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Education (Early childhood) Didàctica -- Educació infantil (Primer cicle) Teaching -- Education (Early childhood) Professors de matemàtica Mathematics teachers Desenvolupament professional Career development |
| _version_ | 1878731506816385024 |
|---|---|
| author | Alsina, Àngel |
| author2 | Salgado Somoza, María |
| author2_role | author |
| author_browse | Alsina, Àngel Salgado Somoza, María |
| author_facet | Alsina, Àngel Salgado Somoza, María |
| author_role | author |
| collection | Recercat. Dipósit de la Recerca de Catalunya |
| description | The characteristics of the models that 5-6 year old children create during a mathematical modelling process are analysed in order to find creative and effective solutions to real problems. To this end, a mathematical modelling activity has been implemented based on the phases of comprehension, structuring, mathematization, mathematical work, interpretation, validation and exhibition/presentation. To identify how they construct the first models, we used the early childhood education indicators of the Rubric for Evaluating Mathematical Modelling Processes (REMMP) instrument that are most directly related to the creation of models (end of the mathematical work phase onwards). The main findings show that, with a teaching aid based on knowledge of early mathematical modelling (MMT), children are able to work mathematically, interpret, validate and present concrete models with the following characteristics: on the one hand, they rely on diagrammatic and narrative arguments; on the other hand, they rely on concrete, pictorial and symbolic representations. It is concluded that it is necessary to continue investigating the professional development of teachers so that they can progressively incorporate the professional competences required to design, implement and evaluate EMM practices in early childhood education |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_3106ddcf8d771db2b7503f790a3cd0ce |
| institution | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| instname_str | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:recercat.cat:10256/27168 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher | Universitat Politècnica de València |
| publisherStr | Universitat Politècnica de València |
| reponame_str | Recercat. Dipósit de la Recerca de Catalunya |
| spelling | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling Alsina, Àngel Salgado Somoza, María Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Education (Early childhood) Didàctica -- Educació infantil (Primer cicle) Teaching -- Education (Early childhood) Professors de matemàtica Mathematics teachers Desenvolupament professional Career development The characteristics of the models that 5-6 year old children create during a mathematical modelling process are analysed in order to find creative and effective solutions to real problems. To this end, a mathematical modelling activity has been implemented based on the phases of comprehension, structuring, mathematization, mathematical work, interpretation, validation and exhibition/presentation. To identify how they construct the first models, we used the early childhood education indicators of the Rubric for Evaluating Mathematical Modelling Processes (REMMP) instrument that are most directly related to the creation of models (end of the mathematical work phase onwards). The main findings show that, with a teaching aid based on knowledge of early mathematical modelling (MMT), children are able to work mathematically, interpret, validate and present concrete models with the following characteristics: on the one hand, they rely on diagrammatic and narrative arguments; on the other hand, they rely on concrete, pictorial and symbolic representations. It is concluded that it is necessary to continue investigating the professional development of teachers so that they can progressively incorporate the professional competences required to design, implement and evaluate EMM practices in early childhood education Se analizan las características de los modelos que crean niños de 5-6 años durante un proceso de modelización matemática, para encontrar soluciones creativas y eficaces a problemas reales. Para ello, se ha implementado una actividad de modelización matemática a partir de las fases de comprensión, estructuración, matematización, trabajo matemático, interpretación, validación y exposición/presentación. Para identificar cómo construyen los primeros modelos, se han utilizado los indicadores de educación infantil del instrumento Rubric for Evaluating Mathematical Modelling Processes (REMMP) que están más directamente relacionados con la creación de modelos (final de la fase de trabajo matemático en adelante). Los principales resultados muestran que, con una ayuda docente fundamentada en conocimientos sobre modelización matemática temprana (MMT), los niños son capaces de trabajar matemáticamente, interpretar, validar y presentar modelos concretos que reúnen las siguientes características: por un lado, se apoyan en argumentos diagramáticos y narrativos; y, por otro lado, en representaciones concretas, pictóricas y simbólicas. Se concluye que es necesario seguir investigando en torno al desarrollo profesional del profesorado para que, progresivamente, incorpore las competencias profesionales imprescindibles para diseñar, implementar y evaluar prácticas de MMT en educación infantil Universitat Politècnica de València http://hdl.handle.net/10256/27168 |
| spellingShingle | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling Alsina, Àngel Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Education (Early childhood) Didàctica -- Educació infantil (Primer cicle) Teaching -- Education (Early childhood) Professors de matemàtica Mathematics teachers Desenvolupament professional Career development |
| status_str | publishedVersion |
| title | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling |
| title_full | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling |
| title_fullStr | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling |
| title_full_unstemmed | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling |
| title_short | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling |
| title_sort | Modelos concretos en educación infantil: primeros pasos para avanzar hacia la modelización matemática = Concrete models in early childhood education: first steps towards mathematical modelling |
| topic | Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Education (Early childhood) Didàctica -- Educació infantil (Primer cicle) Teaching -- Education (Early childhood) Professors de matemàtica Mathematics teachers Desenvolupament professional Career development |
| topic_facet | Matemàtica -- Ensenyament -- Educació infantil (Primer cicle) Mathematics -- Education (Early childhood) Didàctica -- Educació infantil (Primer cicle) Teaching -- Education (Early childhood) Professors de matemàtica Mathematics teachers Desenvolupament professional Career development |
| url | http://hdl.handle.net/10256/27168 |