Discourse analysis, development of number sense in preschool education and ICT use

Discourse analysis, development of number sense in preschool education and ICT use

Children develop mathematical skills in school and non-school settings from an early age. The objectives of this study were to analyze: the discourse during teaching-learning processes in which number sense was included and the role of ITC to develop this sense. The research method was a qualitative...

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Main Author: Reséndiz-Balderas, Evelia
Format: Online
Language:spa
Published: Universidad Autónoma de Tamaulipas 2020
Online Access:https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1237
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spelling oai:ojs.pkp.sfu.ca:article-12372020-07-31T23:34:40Z Discourse analysis, development of number sense in preschool education and ICT use Análisis del discurso y desarrollo de la noción de número en preescolar y el uso de las TIC Reséndiz-Balderas, Evelia preschool education discourse number sense educación preescolar discurso noción de número Children develop mathematical skills in school and non-school settings from an early age. The objectives of this study were to analyze: the discourse during teaching-learning processes in which number sense was included and the role of ITC to develop this sense. The research method was a qualitative ethnography where the school discourse employed during the teaching of number sense was analyzed. Piaget  and Vygotsky´s constructs were used as a theoretical framework since children undergo diverse and specific development stages according to their skills and intellect, and they similarly learn through social interaction. Three teaching principles were identified that favored logical mathematical thinking and number sense: the creation of all types of relationships, the quantification of objects, and social interaction with classmates and teachers. These principles lead to the development of a shared understanding of number sense and the use of mathematics, culturally situated in everyday settings. Los niños desarrollan habilidades matemáticas en situaciones escolares y no escolares desde edades muy tempranas. El objetivo de esta investigación fue analizar los procesos de enseñanza-aprendizaje en preescolar, donde se encuentra inmersa la noción de número, y por otro lado, el uso de las TIC para el desarrollo de esta noción. La investigación fue de tipo cualitativa y de corte etnográfico, tomando en cuenta el análisis del discurso escolar respecto a la enseñanza de la noción de número. Se tomó como referencia a Piaget y a Vygotsky, debido a que los niños atraviesan diversas y específicas etapas conforme a sus capacidades e intelecto, y los niños aprenden mediante la interacción social. Se identificaron tres principios de enseñanza para favorecer el desarrollo de la noción de número y del conocimiento lógico matemático del niño: la creación de todo tipo de relaciones, la cuantificación de objetos y la interacción social con compañeros y maestras. Con ello, se desarrolla el significado compartido para la noción de número y  el uso de la matemática, culturalmente situados en escenarios cotidianos. Universidad Autónoma de Tamaulipas 2020-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html text/xml https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1237 10.29059/cienciauat.v14i2.1237 CienciaUAT; Vol 14 No. 2. January-June 2020; 72-86 CienciaUAT; Vol. 14 No. 2: Enero-Junio 2020; 72-86 2007-7858 2007-7521 spa https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1237/678 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1237/708 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1237/770 Derechos de autor 2020 CienciaUAT
institution CIENCIA UAT
collection OJS
language spa
format Online
author Reséndiz-Balderas, Evelia
spellingShingle Reséndiz-Balderas, Evelia
Discourse analysis, development of number sense in preschool education and ICT use
author_facet Reséndiz-Balderas, Evelia
author_sort Reséndiz-Balderas, Evelia
title Discourse analysis, development of number sense in preschool education and ICT use
title_short Discourse analysis, development of number sense in preschool education and ICT use
title_full Discourse analysis, development of number sense in preschool education and ICT use
title_fullStr Discourse analysis, development of number sense in preschool education and ICT use
title_full_unstemmed Discourse analysis, development of number sense in preschool education and ICT use
title_sort discourse analysis, development of number sense in preschool education and ict use
description Children develop mathematical skills in school and non-school settings from an early age. The objectives of this study were to analyze: the discourse during teaching-learning processes in which number sense was included and the role of ITC to develop this sense. The research method was a qualitative ethnography where the school discourse employed during the teaching of number sense was analyzed. Piaget  and Vygotsky´s constructs were used as a theoretical framework since children undergo diverse and specific development stages according to their skills and intellect, and they similarly learn through social interaction. Three teaching principles were identified that favored logical mathematical thinking and number sense: the creation of all types of relationships, the quantification of objects, and social interaction with classmates and teachers. These principles lead to the development of a shared understanding of number sense and the use of mathematics, culturally situated in everyday settings.
publisher Universidad Autónoma de Tamaulipas
publishDate 2020
url https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1237
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