学前儿童数字概念的话语分析与发展及资讯及通讯科技的使用

IF 0.4 Q4 MULTIDISCIPLINARY SCIENCES
Evelia Reséndiz-Balderas
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引用次数: 3

摘要

儿童从小就在学校和非学校环境中发展数学技能。本研究的目的是分析:教学过程中包含数字感的话语,以及ITC在培养数字感方面的作用。研究方法为定性民族志,分析数感教学中学校话语的运用。皮亚杰和维果茨基的结构被用作理论框架,因为儿童根据他们的技能和智力经历了不同的和特定的发展阶段,他们同样通过社会互动来学习。他们确定了有利于逻辑数学思维和数字意识的三个教学原则:建立各种类型的关系,量化对象,以及与同学和老师的社会互动。这些原则导致了对数字感和数学使用的共同理解的发展,文化上位于日常环境中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Análisis del discurso y desarrollo de la noción de número en preescolar y el uso de las TIC
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.
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来源期刊
CienciaUat
CienciaUat MULTIDISCIPLINARY SCIENCES-
自引率
33.30%
发文量
24
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