Argumentación en la matemática escolar infantil: Análisis de una actividad STEM usando la Situación Argumentativa en Conexión Interdisciplinar

Alsina, Ángel; Morales, Claudia Cornejo; Salgado, María

doi:10.35763/aiem20.3999

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…The argumentative mathematical strategies used by students or the development of the ability to argue refer to structural, social and logical-semantic aspects (Boero, 2011). These aspects in the early ages are very complex to identify and evaluate, since students express their ideas using short and simple sentences, little elaborated and in an unstructured way; or through non-verbal actions, changing the focus quickly depending on the stimuli (Alsina et al, 2021). For this reason, detailed observation and repetition of tasks are key techniques for argumentative analysis in the early ages.…”

Section: Mathematical Argumentation In Early Childhood Educationmentioning

confidence: 99%

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Salgado,

Berciano,

Abad-Villaverde

2024

EURASIA J Math Sci Tech Ed

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In the last decades, the importance of argumentation as a human competence in general and its close relationship with mathematical comprehension in particular has been highlighted. Thus, in this paper we focus our interest on analyzing the argumentation skills shown by three-year-old children in a STEAM classroom experience. For this purpose, a qualitative study was carried out. For data collection, a STEAM task has been designed in which mathematics and science are worked together from the study of the physical properties of water. Specifically, what color and taste of water has by means of two experiments and, subsequently, photos and video-recordings have been collected during the implementation carried out in a classroom with 20 children of three-year-old. All data collect have subsequently been transcribed and categorized. The results indicate that the children, during the experiments done, mainly use arguments based on mathematical language, numerical figures, or make use of words or spelling, although with considerable imprecision in the type of language used. In addition, the experiments carried out have allowed a high percentage of children to change their previous ideas and have a more comprehensive approach to the concepts introduced, highlighting the importance of working on argumentation in early childhood education through contexts, in this case STEAM, which encourage reasoning and proof.

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Section: Mathematical Argumentation In Early Childhood Educationmentioning

confidence: 99%

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Salgado,

Berciano,

Abad-Villaverde

2024

EURASIA J Math Sci Tech Ed

Self Cite

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A survey of Spanish research in mathematics education

Bosch,

Gutierrez,

Llinares

2024

ZDM Mathematics Education

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This survey paper presents recent relevant research in mathematics education produced in Spain, which allows the identification of different broad lines of research developed by Spanish groups of scholars. First, we present and describe studies whose research objectives are related to student learning of specific curricular contents and process-oriented competencies, namely arithmetic, algebra, geometry, functions and calculus, probability and statistics, and argumentation or proof in geometric contexts. Next, we present characteristics and foci of investigations dealing with different aspects of mathematics teacher education, encompassing a large part of Spanish research in mathematics education. The descriptions of other transversal lines of research complement the previous two big blocks: research on students with special educational needs and the effects of using technology in different curricular contents and educational levels. Finally, we report on the research activities and advances of Spanish research in mathematics education from two main theoretical frameworks created or developed by Spanish researchers. This plurality of research strands also corresponds to a wide range of international collaborations, especially with Latin American colleagues.

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Argumentación en la matemática escolar infantil: Análisis de una actividad STEM usando la Situación Argumentativa en Conexión Interdisciplinar

Cited by 2 publications

References 14 publications

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

A survey of Spanish research in mathematics education

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