Alfabetización inicial y conocimiento matemático. Confluencia de prácticas en Educación Infantil

  1. Elena Ramírez-Orellana 1
  2. Inés Rodríguez-Martín 1
  3. Jorge Martín-Domínguez 1
  4. Inmaculada Martín-Sánchez 1
  1. 1 Universidad de Salamanca, España
Revista:
Ocnos: revista de estudios sobre lectura

ISSN: 2254-9099,  1885-446X

Año de publicación: 2024

Volumen: 23

Número: 2

Tipo: Artículo

DOI: 10.18239/OCNOS_2024.23.2.437 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Ocnos: revista de estudios sobre lectura

Resumen

In this work, the activity patterns around which the classes are organised are analysed and the tasks thatconfigure the actions of the classroom on the initial literacy and mathematical knowledge are recognisedand evaluated in order to explain the role those different curricular elements play in them and interpretthe task of curricular reconstruction that teachers undertake. To this end, data was obtained from videorecordings of 27 class sessions by 5 teachers of Early Childhood Education. The results corroborateprevious studies on teachers’ actions that follow a school culture linked to the stage. It has also been notedthat the nature of the content in Early Childhood Education also plays a key role in the creation of workproposals for practice.

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Fuente de los datos: Dialnet