Aquí se presentan propuestas variadas para la enseñanza de la matemática en la educación infantil, con sugerencias de juegos, recursos y secuencias de trabajo. Se desarrollan, desde la acción, aquellos contenidos de la disciplina que en los marcos teóricos vigentes son considerados como los más apropiados para abordar en este nivel educativo. La antigua discusión acerca de la pertinencia -o no- del uso del material concreto, la geometría desde edades tempranas y las secuencias didácticas para abordar contenidos, son algunos de los temas desarrollados. La obra profundiza sobre el día a día de la clase de matemática: conocimientos matemáticos previos, la conformación de los grupos de trabajo, las relaciones entre el abordaje de la matemática y las unidades didácticas. Se analiza la articulación ente el nivel y el primer ciclo de la educación primaria, proponiendo criterios para la continuidad. No están ausentes la fuerza de lo lúdico y la vivencia emocional que caracteriza a los primeros aprendizajes. Se reflexiona acerca de la evaluación de los aprendizajes significativos en el nivel inicial y se proponen ideas para llevarla adelante.

Didáctica de la Matemática no es un recetario didáctico, ni un modelo para la enseñanza, sino un intento de transmitir algunas reflexiones, producto de la experiencia y de la lectura de especialistas en el tema. Tal vez lo que se pretende lograr es estimular "la sorpresa matemática" en el vínculo con nuestros alumnos.h2>Este libro contiene el desarrollo de los siguientes temas: ¿Qué intenta Didáctica de las Matemáticas?¿Qué dicen las teorías epistemológicas?¿Necesitamos los profesores de Matemática conocer las teorías del Aprendizaje? Modelo conductista Modelo cognitivoA la vista de los modelos, ¿qué hacemos los profesores? Algunas ideas para aplicarResolución de problemas¿Y el currículum? Curiosidades Geométricas Enseñanza de la Geometría en el 1° ciclo Algunas ideas, actividades y problemas del 1° ciclo La enseñanza de la Geometría en el 2° Algunas ideas, actividades y problemas del 2° ciclo La enseñanza de la geometría en el 3° cicloAlgunas ideas, actividades y problemas del 3° ciclo (De la Aritmética al Álgebra Estadios del pensamiento Lógico¿Cómo intervienen en la enseñanza del Álgebra estos estadios? Enseñanza-Aprendizaje del Álgebra Distintos Lenguajes para la Enseñanza- Aprendizaje del Álgebra Utilización del lenguaje aritmético (Pre-algebraico)Didáctica de la Matemática Algunas ideas, actividades y problemas Álgebra con la aritmética generalizada Algunas ideas, actividades y problemas Inicio al Álgebra Álgebra de la resolución de ecuaciones ¿Qué dicen las investigaciones del aprendizaje?¿Cómo trabajamos ecuaciones?Actividades informales Actividades formales Álgebra funcional¿Qué opinan los especialistas? Cualitativo o globalCuantitativas Modelo matemático de una recta Descargue ya este libro y comience a perfeccionar la didáctica en la matemática para provocar el entendimiento... el "aprendizaje" como modificación del conocimiento.TAGS: - didactica- profesores- matematica- geometria- algebra- alumnos- aprendizaje

Este manual pretende transmitir referencias y experiencias para mejorar la calidad docente en el ámbito de las matemáticas, y, ayudar a reflexionar sobre la labor docente y a orientarla.

This book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge that builds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling.

Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.

Para enseñar bien hay que conocer el proceso de aprendizaje del niño. Es preciso modificar las actitudes negativas de profesores y alumnos ante las matemáticas.

This book documents ongoing research and theorizing in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in people’s everyday lives as well as sophisticated new problems for society at large. Mathematical tradition in China that emphasizes algorithm and computation has now seen a renaissance in mathematical modelling and applications where China has made significant progress with its economy, science and technology. In recent decades, teaching and learning of mathematical modelling as well as contests in mathematical modelling have been flourishing at different levels of education in China. Today, teachers and researchers in China become keener to learn from their colleagues from Western countries and other parts of the world in research and teaching of mathematical modelling and applications. The book provides a dialogue and communication between colleagues from across the globe with new impetus and resources for mathematical modelling education and its research in both West and East with new ideas on modelling teaching and practices, inside and outside classrooms. All authors of this book are members of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), the peak research body into researching the teaching, assessing and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace. The book is of interest to researchers, mathematics educators, teacher educators, education administrators, policy writers, curriculum developers, professional developers, in-service teachers and pre-service teachers including those interested in mathematical literacy.