Discourse analysis, development of number sense in preschool education and ICT use

被引:1
|
作者
Resendiz-Balderas, Evelia [1 ]
机构
[1] Univ Autonoma Tamaulipas, Unidad Acad Multidisciplinaria Educ & Humanidades, Ctr Univ Adolfo Lopez Mateos, Edificio Gest Conocimiento, Ciudad Victoria 87149, Tamaulipas, Mexico
关键词
preschool education; discourse; number sense;
D O I
10.29059/cienciauat.v14i2.1237
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
Children develop mathematical skills in school and non-school settings from an early age. The objectives of this study were to analyze: the discourse during teaching-learning processes in which number sense was included and the role of ITC to develop this sense. The research method was a qualitative ethnography where the school discourse employed during the teaching of number sense was analyzed. Piaget and Vygotsky's constructs were used as a theoretical framework since children undergo diverse and specific development stages according to their skills and intellect, and they similarly learn through social interaction. Three teaching principles were identified that favored logical mathematical thinking and number sense: the creation of all types of relationships, the quantification of objects, and social interaction with classmates and teachers. These principles lead to the development of a shared understanding of number sense and the use of mathematics, culturally situated in everyday settings.
引用
收藏
页码:72 / 86
页数:15
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