LOS PROCESOS MATEMÁTICOS EN LAS BASES CURRICULARES DE EDUCACIÓN INFANTIL CHILENAS

Abstract

In mathematics education is usually to differentiate the processes (know-how) from the concept (know) in the development of mathematical competence. Consequently, both elements must be evidenced in the curricula. This paper presents an analysis of the presence of mathematical processes in the new Curricula of Chilean Early Childhood Education. The analysis involved a deductive-inductive process based on the descriptions made by the National Council of Teachers of Mathematics (NCTM) of each process. Data show disparate descriptions between the analyzed mathematical processes (problem-solving, reasoning and proof, communication, connections and representation). It is concluded that explicit support to early childhood education teachers is necessary for a successful implementation of the new Curricular Bases.