IDENTIFICANDO LOS CONOCIMIENTOS PARA ENSEÑAR MATEMÁTICAS EN EDUCACIÓN INFANTIL: UN PRIMER PASO PARA EL DESARROLLO PROFESIONAL

Abstract

This study investigates the mathematics teaching practices of Early Childhood Education teachers, assuming that the identification of the components of this practice is the necessary starting point to promote the professional development of teachers. From this point of view, we have identified the mathematics teaching knowledge of an Early Childhood Education teacher during a class session, based on the domains and subdomains of the model of Knowledge for Teaching Mathematics in Early Childhood Education (CEM-EI, by its Spanish acronym), which describes the specific knowledge needed by teachers at this stage to teach mathematics. The analysis identified evidence of the three subdomains of Mathematical Knowledge in Early Childhood Education (CM-EI): Intuitive and Informal Mathematical Knowledge (C-IeI); Knowledge of Mathematical Content (C-CM) and Knowledge of Mathematical Processes (C-PM), and two of the three subdomains of Mathematical Pedagogical Knowledge in Early Childhood Education (CDM-EI): Knowledge about ways of learning mathematics in early childhood (C-FAM) and Knowledge about planning and managing mathematics teaching activities (C-PGA). It is concluded that further studies will be necessary to refine and consolidate these initial results.