Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education

Açude da Marcela, Itabaiana.

Foto: Raoni Barbosa.

Published: 2021-07-08

Editorial

Claudia Vásquez Ortiz, Edvonete Souza de Alencar

i-iii
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IDENTIFYING KNOWLEDGE FOR TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION: A FIRST STEP FOR PROFESSIONAL DEVELOPMENT

Ángel Alsina, Rosa Delgado

1-23
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DETECTION OF DIFFICULTIES IN THE LEARNING PROCESS OF THE CONCEPT OF SYMMETRY IN EARLY CHILDHOOD EDUCATION

Ainhoa Berciano, Clara Jiménez-Gestal, María Salgado

24-46
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THERE, HERE AND THERE: THE KNOWLEDGE OF EARLY CHILDHOOD TEACHERS ABOUT LOCATION

Edvonete Souza de Alencar, Aldrin Cleyde da Cunha, Miguel Ribeiro, Maria Rosana Soares

47-61
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WHAT MATHEMATICAL PROCESSES ARE MOBILIZED WHEN PROBABILITY IS TAUGHT? A CASE STUDY IN THE EARLY CHILDHOOD EDUCATION CLASSROOM

Claudia Vásquez, Nataly Pincheira

62-84
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ASSESSMENT OF THE DIDACTIC SUITABILITY OF DIDACTIC CHOREOGRAPHIES FOR CHILDREN'S STOCHASTIC EDUCATION

Gabriela Pilar Cabrera, Ana Beatriz Sosa

85-106
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THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION

Juliana Ribeiro Andrade, Vanessa Dias Moretti

107-126
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MATHEMATICAL PROCESSES IN THE CHILEAN EARLY CHILDHOOD EDUCATION CURRICULUM

Juan Luis Piñeiro

127-143
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GENERALIZING AND JUSTIFYING MATHEMATICAL IDEAS BY A 5-YEAR-OLD CHILD: THE ROLE OF MANIPULATIVE REPRESENTATIONS

Eder Pinto

144-164
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ARTICULATIONS BETWEEN MATHEMATICAL EDUCATION, PLAY AND BODY IN MOVEMENT IN EARLY CHILDHOOD EDUCATION FROM THE PERSPECTIVE OF COMPLEXITY

Paulo Robson Duarte Barbosa, Ettiène Guérios

165-181
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