Sums and substracts in Early Childhood Education
This study examines the process that spans from real and effective addition and deduction actions to constructing the arithmetic operations of adding and taking away in schoolchildren aged 3, 4 and 5. The underlying logical-mathematical model is that of transformations. For these operations to take...
Main Authors: | , |
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Format: | Article |
Language: | Spanish |
Published: |
Universidad Autónoma de Madrid
2015-10-01
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Series: | Tendencias Pedagógicas |
Subjects: | |
Online Access: | https://revistas.uam.es/tendenciaspedagogicas/article/view/2140 |
Summary: | This study examines the process that spans from real and effective addition and deduction actions to constructing the arithmetic operations of adding and taking away in schoolchildren aged 3, 4 and 5. The underlying logical-mathematical model is that of transformations. For these operations to take place this model must be introduced at the same time as quantification, since it is this simultaneity that leads to numerical relationships. Bearing in mind that the inception of addition and subtraction operations in schoolchildren is subject to the actions of adding and taking away that are developed in a process of mental construction of the logical-mathematical models of transformations of discrete quantities, an early childhood classroom action plan is proposed using a systematic treatment of these operations. |
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ISSN: | 1133-2654 1989-8614 |