Visualization and symmetry in Early Childhood Teachers Training

被引：0

作者：

Samuel Sanchez, Marjorie ^{[1
,2
]}

Vanegas Munoz, Yuly Marsela ^{[2
]}

Gimenez Rodriguez, Joaquin ^{[3
]}

机构：

[1] Univ Catolica Maule, Didact Matemat, Talca, VII Region, Chile

[2] Univ Autonoma Barcelona, Dept Didact Matemat & Ciencias Expt, Bellaterra, Spain

[3] Univ Barcelona, Dept Didact Ciencias Expt & Matemat, Barcelona, Spain

来源：

EDMA 0-6-EDUCACION MATEMATICA EN LA INFANCIA | 2016年 / 5卷 / 01期

关键词：

early childhood education; teacher training; symmetry; visualization;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents a research aimed to recognize positions of early childhood future teachers, when analyzing school assignments involving geometry. The activity is developed by children aged 5-6 years old. They are discussed in detail as previous study, responses of three future teachers to a professional task. The results show that it dominates a superficial perspective on how to interpret the actions of children. It also appears some views and interpretations of mathematics teaching. The idea of visualization and conceptualization of patterns like symmetry were found as complex cognitive processes and much unknown.

引用

页码：21 / 32

页数：12

共 31 条

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