Mathematical demands for the development of problem formulation in the early childhood classroom
DOI:
https://doi.org/10.30827/pna.v19i1.28408Keywords:
Problem posing, Classroom management, Early Childhood Education, Mathematical demandsAbstract
This research focused on the classroom management that a teacher performs during a problem formulation task with students in Early Childhood Education (4-5 years old). By means of a single case study, we focused on identifying the mathematical demands that the teacher establishes to favor progress in the formulation of a problem, the students' activity that triggers them and the relationships between both. The results indicate that most of the mathematical demands are oriented to favor the development of the context of the problem and reveal that the difficulties that trigger them are linked to the non-mathematical meaning of problem that prevails in the students.
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