El papel de una tarea formativa sobre el numero en el desarrollo de la competencia noticing del futuro maestro de Educación Infantil

  1. Nuria Joglar Prieto 1
  2. Juan M. Belmonte García 1
  3. M. Mar Liñán García 2
  4. M. Cinta Muñoz Catalán 2
  5. Noemí Pizarro Contreras 3
  6. Mónica Ramírez García 1
  7. Míriam Méndez Coca 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  3. 3 Universidad Metropolitana de Ciencias de la Educación
    info

    Universidad Metropolitana de Ciencias de la Educación

    Santiago de Chile, Chile

    ROR https://ror.org/057anza51

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Book:
Ideas para la educación matematica: Perspectivas desde el trabajo de Mª Luz Callejo de la Vega

Publisher: GIDIMAT-UA ; Universidad de Alicante / Universitat d'Alacant

ISBN: 978-84-121868-8-8

Year of publication: 2021

Pages: 183-203

Type: Book chapter

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Abstract

The latest reviews in Spain of the initial training programs for Early Childhood Education teachers point to the need to reiriforce both mathematical and didactic-mathematical contents. Likewise, they highlight the need for initial training to be explicitly articulated from the results of recent research being developed in the area with a focus on this educational stage. This chapter presents a concrete example of a formative task on number in which student teachers analyze a classroom situation using their noticing competence while mobilizing some aspects of their specialized knowledge for teaching mathematics (MTSK). Taking into account the problems described above, the formative task we designed is based on studies that propose the initial training of the early childhood education teacher directly connected with classroom practice.

Data source: Dialnet