Evaluation of the Mathematical Processes in the Practices of Teaching and Learning in Childhood Education

摘要

The contemporary orientations, about mathematical education, indicate the need to favour the acquisition of mathematical competitions from the first ages. It is exposed, besides the fact that in these ages the numerical knowledge is key for other mathematical learnings, and there is emphasized the importance of the mathematical processes to achieve thus a better performance in the daily life. With the intention of analysing the practices of education of the number of the teachers of the first ages (4-8 years), and to investigate on the presence of the mathematical processes, an instrument has been designed by specific indicators that allow to analyse the presence (or not) of these processes in the above mentioned practices. The instrument of analysis includes five categories that represent five mathematical processes proposed by the National Council of Teachers of Mathematics (NCTM, 2000): resolution of problems, reasoning and test, communication, connections and representation. For each of the categories there contribute seven indicators of evaluation, elaborated from the contributions realized by the NCTM (2000), Alsina (2011) and the Departament d’Enseyament de la Generalitat de Catalunya (2013). The analysis of the information is going to allow to describe, first, the strengths and weaknesses in the practices of education learning of the mathematical processes; and secondly, relevant information is going to be obtained to return it to the teachers, to discuss and to give them specific support in relation to the necessary knowledge for the pedagogy of the notion of number in childhood.