La formación del profesorado, tanto inicial como permanente, es un tema de gran interés, especialmente cuando hablamos de Educación Matemática. Los diversos modelos que tratan de explicar los conocimientos necesarios para la docencia de las matemáticas coinciden en que es necesario poseer un conocimiento profundo del contenido matemático y sus relaciones; conocimiento didáctico especializado; competencia en el uso de recursos y tecnologías educativas; y capacidad de reflexión sobre la práctica docente. En cuanto a la Educación Matemática Infantil, las investigaciones muestran que una buena base matemática en la infancia predice mejores logros escolares futuros, por lo que se hace evidente la necesidad de una formación docente sólida, basada en la investigación educativa más reciente, que garantice no solamente saber matemáticas, sino comprender cómo se producen los aprendizajes en las niñas y los niños. En este trabajo planteamos una visión holística de la formación del profesorado de Educación Infantil, con una formación inicial que proporcione herramientas básicas de didáctica de la matemática y una formación permanente que fomente la reflexión, la investigación sobre la propia práctica y la actualización constante. Se propone un ciclo continuo de evaluación, reflexión y mejora, que permita al profesorado adaptarse a contextos cambiantes y promover una enseñanza matemática infantil más profunda y significativa.
This study evaluated a teaching strategy for the development of logical-verbal memory in the systematization of basic multiplication exercises. Through a pedagogical quasi-experiment with 58 third-grade students (Camagüey, Cuba), consisting of 15 sessions, an experimental intervention (n=31) that integrated multisensory representations, guided verbalization of mathematical properties, and progressive metacognitive scaffolding was compared with rote methods of repetition of multiplication tables (n=27, control group). The results show a significant superiority of the experimental group in the following dimensions: semantic-conceptual (87,1 % vs. 55,6 %; p=0,009), procedural-regulative (80,6 % vs. 48,1 %; p=0,013), and socio-affective-evaluative (93,5 % vs. 63 %; p=0,008). The strategy demonstrated that logical-verbal memory, operationalized as self-correcting fluency, transforms the exercise into an activity of reconstructing meanings.
The objective of this article is to offer didactic proposals for integrating early algebra in Early Childhood Education and Primary Education based on pictures books. To this end, we first address the central lines of knowledge that allow us to organize and understand the teaching of algebra at the first levels of schooling; and subsequently, we present a series of didactic proposals based on the selection of six pictures books to address the teaching of early algebra from 3 to 12 years old. It is concluded that the design and implementation of didactic proposals through the use of pictures books contribute to the development of algebraic thinking in Early Childhood Education and Primary Education classrooms.
Se realiza una primera exploración sobre el uso del currículo de educación infantil en torno a la enseñanza de las matemáticas. Para ello, se ha administrado el Cuestionario sobre la Enseñanza de las Matemáticas en el Currículo de Educación Infantil a 155 futuras docentes de esta etapa. Los principales resultados muestran: 1) a nivel general, prefieren una organización por áreas; consultan sobre todo competencias, saberes básicos y criterios de evaluación del segundo ciclo (3-6 años) y el acceso no es claro ni transparente; 2) respecto a la enseñanza de las matemáticas, consultan prioritariamente la resolución de problemas junto con la numeración, y progresivamente realizan una lectura más crítica y exigente. Se concluye que, en la formación inicial docente, es necesario promover un conocimiento profesional crítico acerca del currículo.
La consideración de los afectos en educación matemática y su adecuada integración en el binomio cognición-afecto son condiciones necesarias para garantizar procesos de enseñanza-aprendizaje eficientes a la par que inclusivos. Sin embargo, la atención prestada a esta cuestión en el contexto de la Educación Infantil ha sido testimonial en comparación con otras etapas. En este trabajo se llevan a cabo un diagnóstico de situación a través de un análisis bibliométrico de la investigación internacional de amplio impacto sobre dominio afectivo en matemáticas en Educación Infantil junto con una investigación basada en un enfoque mixto de alcance exploratorio a través de la cual se analizan las emociones de alumnado de 5-6 años para determinar la relación entre emociones y nociones matemáticas. Los resultados muestran la aún incipiente atención de la comunidad investigadora a los afectos en matemáticas en Educación Infantil, así como la fuerte presencia de emociones positivas como la alegría en la mayor parte de las relaciones analizadas. Se ofrecen finalmente algunas recomendaciones generales de acción dirigidas a familias, profesorado e instituciones educativas.
Este artículo analiza la potencialidad del juego en el aprendizaje matemático del alumnado de educación infantil. Proponemos una clasificación de cuatro tipologías de juego: juego libre, donde el estudiante inicia y dirige la actividad; juego libre con nuevas provocaciones, donde el docente actúa puntualmente; juego guiado, que incorpora objetivos explícitos manteniendo la exploración; y juego reglado, con normas y metas definidas. A partir de experiencias didácticas, basadas en investigación, evidenciamos cómo cada tipología de juego favorece distintos procesos matemáticos. Concluimos destacando que la combinación de estas tipologías de juego permite diseñar entornos ricos donde las matemáticas emergen de manera activa, significativa y lúdica.
La educación matemática en la etapa infantil es un proceso con valor propio, no solo una preparación para etapas posteriores, en el que se construyen las bases del pensamiento matemático. Frente a métodos mecanizados, se propone aprovechar las situaciones cotidianas en el hogar como contextos naturales de aprendizaje, donde las familias, sin necesidad de conocimientos técnicos, pueden fomentar el desarrollo matemático mediante preguntas adecuadas y observación guiada. Actividades como poner la mesa, hacer compras o cocinar se convierten en oportunidades para trabajar procesos clave como la resolución de problemas, el razonamiento, la representación, las conexiones y la comunicación. Esta implicación familiar favorece actitudes positivas hacia las matemáticas, consolida conceptos, fortalece vínculos afectivos y complementa la educación formal, sentando bases sólidas para aprendizajes futuros.
Este libro tiene una perspectiva fundamentalmente práctica, brinda conocimientos y recursos actualizados para fomentar el avance gradual de la alfabetización en estadística y probabilidad de la ciudadanía. Mediante enfoques pedagógicos claros y métodos fundamentados en prácticas competenciales, tiene como objetivo apoyar el aprendizaje de los niños de 3 a 6 años de manera respetuosa y adaptada a sus necesidades.
Promover una actividad matemática de calidad desde las edades iniciales es uno de los objetivos de la comunidad de investigación en educación matemática infantil y primaria. En este artículo se presenta el enfoque de las trayectorias de aprendizaje como una herramienta que puede ayudar a mejorar los procesos de enseñanza y aprendizaje de las matemáticas en dicha etapa. Se describen dos propuestas de trayectorias de aprendizaje. Una para la medida de longitud y otra para la simetría. Estas propuestas han sido implementadas con niños de 5-7 años. Se muestra que las experiencias escolares centradas en los niños y en sus formas de razonamiento resultan eficaces para desarrollar su pensamiento geométrico.
Teacher training, both initial and continuous, is a topic of great interest, especially when it comes to mathematics education. The various models that attempt to explain the knowledge necessary for teaching mathematics agree that it is necessary to have a thorough understanding of mathematical content and its relationships; specialized teaching knowledge; competence in the use of educational resources and technologies; and the ability to reflect on teaching practice. About early childhood mathematics education, research shows that a good mathematical foundation in childhood period predicts better future academic achievement. This highlights the need for solid teacher training, based on the latest educational research, which ensures not only knowledge of mathematics but also an understanding of how children learn. In this paper, we propose a holistic view of teacher training in Early Childhood Education, with initial training that provides basic tools for teaching mathematics and continuous training that encourages reflection, research on one's own practice, and constant updating. We propose a continuous cycle of evaluation, reflection, and improvement that allows teachers to adapt to changing contexts and promote a more profound and meaningful approach to teaching mathematics to children.
This article analyses the potential of play in the field of mathematics education in early childhood education. We classify play into four types: free play, where the student initiates and leads the activity; free play with new challenges, with specific provocations proposed by the teacher; guided play, which incorporates explicit objectives while maintaining exploration; and rule-based play, with defined rules and goals. Based on teaching experiences, we demonstrate how each type of play promotes different mathematical processes. We conclude by highlighting how combining these types of play allows the design of rich environments where mathematics emerges in an active, meaningful and playful way.
This study evaluated a teaching strategy for the development of logical-verbal memory in the systematization of basic multiplication exercises. Through a pedagogical quasi-experiment with 58 third-grade students (Camag & uuml;ey, Cuba), consisting of 15 sessions, an experimental intervention (n=31) that integrated multisensory representations, guided verbalization of mathematical properties, and progressive metacognitive scaffolding was compared with rote methods of repetition of multiplication tables (n=27, control group). The results show a significant superiority of the experimental group in the following dimensions: semantic-conceptual (87,1 % vs. 55,6 %; p=0,009), procedural-regulative (80,6 % vs. 48,1 %; p=0,013), and socio-affectiveevaluative (93,5 % vs. 63 %; p=0,008). The strategy demonstrated that logical-verbal memory, operationalized as self-correcting fluency, transforms the exercise into an activity of reconstructing meanings.
The objective of this article is to offer didactic proposals for integrating early algebra in Early Childhood Education and Primary Education based on pictures books. To this end, we first address the central lines of knowledge that allow us to organize and understand the teaching of algebra at the first levels of schooling; and subsequently, we present a series of didactic proposals based on the selection of six pictures books to address the teaching of early algebra from 3 to 12 years old. It is concluded that the design and implementation of didactic proposals through the use of pictures books contribute to the development of algebraic thinking in Early Childhood Education and Primary Education classrooms.
The consideration of emotions in mathematics education and their proper integration into the cognition-emotion binomial are necessary conditions for ensuring efficient and inclusive teaching-learning processes. However, the attention paid to this issue in the context of early childhood education has been minimal compared to other stages. This study carries out a diagnosis of the situation through a bibliometric analysis of high-impact international research on the affective domain in mathematics in early childhood education, together with research based on a mixed exploratory approach, through which the emotions of 5-6-year-old students are analysed to determine the relationship between emotions and mathematical concepts. The results show that the research community is still in the early stages of paying attention to affect in mathematics in early childhood education, as well as the strong presence of positive emotions such as joy in most of the relationships analysed. Finally, some general recommendations for action are offered, aimed at families, teachers and educational institutions.
An exploratory study was conducted on the use of the early childhood education curriculum in relation to mathematics teaching. To this end, the Questionnaire on Mathematics Teaching in the Early Childhood Curriculum was administered to 155 pre-service teachers at this level. The main findings show that: a) in general, they prefer an organization by area; they mainly consult on competences, basic knowledge and assessment criteria for the second cycle (3-6 years) and access is neither clear nor transparent; b) regarding mathematics teaching, they primarily consult problem solving together with number and progressively engage in more critical and demanding interpretation. It is concluded that, in pre-service teacher education, it is necessary to promote critical professional knowledge about the curriculum.
Mathematics education in early childhood is a process with intrinsic value-not merely preparation for later stages. It lays the foundation for mathematical thinking. In contrast to mechanized methods, this approach advocates for using everyday situations at home as natural learning contexts, where families, without needing technical expertise, can foster mathematical development through thoughtful questioning and guided observation. Activities such as setting the table, shopping, or cooking become opportunities to engage with key processes like problem solving, reasoning, representation, making connections, and communication. This family involvement promotes positive attitudes toward mathematics, reinforces conceptual understanding, strengthens emotional bonds, and complements formal education, establishing a solid base for future learning.
Several studies have shown the relationship between liking mathematics and learning. This article, derived from a Final Degree Project in Primary Education, aims to analyse the relationship between learning difficulties and affection towards mathematics in a rural environment. A case study is carried out with a mixed methodology using a validated instrument and an interview with teachers, evaluating affective aspects in students in the third cycle of Primary Education. The results show that the usefulness of mathematics is highly valued by all students; however, students with difficulties in mathematics are perceived as having a lower selfconcept than students who do not have difficulties in mathematics. Moreover, the teachers who teach this subject point to a variability of mathematical understanding and connection with the environment, depending on the existence of learning difficulties. The conclusion is that there is a need to foster an atmosphere of trust and participation in the classroom, which is easily achievable in a rural environment.
The transition from Early Childhood Education to Primary Education should respect the holistic development of students and extend aspects of teaching related to socio-emotional and instructional support from the first stage. Mastery of teaching and learning trajectories from ages 0 to 8, along with the consideration of progressive formalization that facilitates the understanding of mathematical content and the design of tasks that help develop representational flexibility, are key to supporting the beginning of the Primary Education stage. All of this should be considered in the training of Early Childhood and Primary Education teachers.
In this paper, we reflect on the use of animated cartoons as a resource in the didactic-mathematical training of prospective Early Years and Primary Education teachers. As our readers are well aware, there are various productions aimed at children that treat mathematics in a very sensitive and thoughtful way. The educational potential of these productions goes beyond their use in Early Years or Primary classrooms, offering excellent opportunities for teacher training. Here, we present two experiences involving the use of animated cartoons that we have carried out in different subjects of the Early Years and Primary Education degree programmes. One of them uses the online platform Perusall, which facilitates active viewing, while the other is a guided project involving analysis and didactic-mathematical design tasks. The results suggest that these are approaches that foster the development of didactic-mathematical knowledge and competences in prospective.
Difficulties in learning mathematics can be identified from an early age if certain indicators are detected in the development of basic skills. This study consisted of conducting a bibliographic review focused on research on the evaluation of mathematical skills in children from 4 to 8 years old. It was proposed to identify the significant skills and tools that allow detecting the risk of difficulties. Eight key skills were found. Although its importance is recognized, there is no consensus on the best and most significant predictors of subsequent mathematics performance. The findings allow teachers and support teams to be guided in choosing early intervention indicators and strategies.
