Análisis del discurso y desarrollo de la noción de número en preescolar y el uso de las TIC

Abstract

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.