Incorporation of early algebra in Early Childhood Education: an analysis from textbooks
Main Article Content
Vol. 17 No. 1 (2022): (October, 2022), Articles, pages 1-24
Submitted: Apr 25, 2022
Accepted: Jun 22, 2022
Published: Sep 28, 2022
Abstract
This study analyses the mathematical tasks on early algebra in a collection of eight widely distributed Chilean textbooks for Early Childhood Education (4 to 6 years old). The research followed a qualitative methodology, of an exploratory-descriptive nature, using the technique of content analysis. The results show a presence of algebraic tasks in all the textbooks analysed, with a predominance of tasks linked to establishing relations based on the recognition of attributes, followed by tasks that require seriation based on patterns of repetition, and a scarce presence of tasks that involve the description of changes.
Keywords:
Algebraic thinking, Early algebra, Early Childhood Education, Mathematics tasks, Textbooks
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