Abstract
ABSTRACT The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
