Publication: Pensamiento y leguaje matemático en el contexto de educación infantil. Un acercamiento interpretativo
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2016-11-30
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Universidad Complutense de Madrid
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Abstract
El presente estudio, de carácter etnográfico, tiene lugar en el contexto de un aula de Educación Infantil con el objeto de registrar en detalle y analizar reflexivamente las características de las prácticas de enseñanza que propician el desarrollo del pensamiento matemático de los niños y las niñas, y su consecuente expresión en situaciones cotidianas. En este sentido, interesa interpretar y comprender la diversidad infantil -tanto a nivel de pensamiento como de formas para expresarlo- en relación con las argumentaciones que eligen para justificar sus decisiones; la formulación de sus descubrimientos o resoluciones originales; la confrontación de ideas con adultos y entre iguales; etc. ante situaciones que les plantean problemas u obstáculos a resolver que, por el “significado pragmático” en que se encuadran, invitan a los niños y niñas a aceptar el desafío de interpretar lo que está sucediendo y buscar soluciones. El trabajo de campo se asienta en la convicción de que la población infantil reelabora, en interacción cooperativa con otros, conocimientos matemáticos relacionados con los obstáculos cognitivos que están inmersos en las distintas situaciones a la que se enfrenta (reales, realistas y/o imaginarias). Al tiempo, se retroalimenta en la incertidumbre respecto a cómo, cuándo y en qué circunstancias se afianzan estos procesos. Por tanto, con una mirada etnográfica, el estudio busca respuestas recogiendo, analizando e interpretando información a lo largo de los 3 años de escolaridad que atraviesa un grupo de Educación Infantil escolarizado en el Centro de Educación Infantil y Primaria Las Cigüeñas, en la localidad madrileña de Rivas Vaciamadrid. La investigadora asume, a su vez, el papel docente de este grupo infantil, situación que aporta condiciones óptimas para mantener una estancia prolongada e intensiva en el campo de estudio con el objeto de registrar los sucesos matemáticos, planificados ad hoc o surgidos de forma espontánea, que acontecen durante el proceso de observación participante. La interpretación de los datos registrados permitió comprender -admitiendo que, la localidad de los mismos no permite extrapolarlos a toda la población infantil- la potencialidad de las prácticas de enseñanza para fomentar, o no, el interés de niños y niñas por utilizar, en situaciones contextualizadas, sus respectivos conocimientos matemáticos (propios del campo aritmético, geométrico y/o algebraico) marcados, obviamente, por la diversidad (en los estilos cognitivos, las formas de expresión, los intereses y motivaciones, etc.).
This study (Mathematical language and thinking in the context of pre-school education. An interpretative approach), of an ethnographic nature, takes place in the context of a pre-school education classroom, and has the goal of registering in detail and reflexively analyzing the characteristics of the teaching practices that foster the development of the mathematical thinking of children and its resulting expression in everyday situations. In this sense, it is interesting to interpret and understand the children’s great variety - both at thinking level and its ways of expressing it – in relation with the reasoning they choose to justify their decisions; the form of their findings or original resolutions; the comparison of ideas with adults and between equals; etc., when facing situations that set out problems or obstacles to be solved and that, by the “pragmatic meaning” in which they are framed, encourage children to accept the challenge of interpreting what is happening and to look for solutions. The field work is based in the conviction that the child population elaborates, in cooperative interaction with others, mathematical knowledge related with cognitive obstacles that are immersed in different situations that they face (real, realistic and/or imaginary). At the same time, the uncertainty about how, when and in which circumstances these processes are consolidated is fed back. Therefore, with an ethnographic look, the study looks for answers by collecting, analyzing and interpreting information along the 3 schooling years of a pre-school education group at the pre-school and primary school centre Las Cigüeñas, in Rivas Vaciamadrid, municipality of Madrid. The researcher is at the same time the teacher of this group of children. This situation provides the optimal conditions for an extended and intensive stay in the field of study with the objective of registering the mathematical events, planned ad hoc or spontaneous, that occur during the participant observation process. The interpretation of the registered data allowed to understand –admitting that their locality does not permit to extrapolate the results to the complete child population- the potentiality of the teaching practices to foster, or not, the interest of children in using, in contextualized situations, their respective mathematical knowledge (from the arithmetical, geometrical and/or algebraic fields) obviously marked by the diversity (in the cognitive styles, expression forms, interests and motivation, etc.).
This study (Mathematical language and thinking in the context of pre-school education. An interpretative approach), of an ethnographic nature, takes place in the context of a pre-school education classroom, and has the goal of registering in detail and reflexively analyzing the characteristics of the teaching practices that foster the development of the mathematical thinking of children and its resulting expression in everyday situations. In this sense, it is interesting to interpret and understand the children’s great variety - both at thinking level and its ways of expressing it – in relation with the reasoning they choose to justify their decisions; the form of their findings or original resolutions; the comparison of ideas with adults and between equals; etc., when facing situations that set out problems or obstacles to be solved and that, by the “pragmatic meaning” in which they are framed, encourage children to accept the challenge of interpreting what is happening and to look for solutions. The field work is based in the conviction that the child population elaborates, in cooperative interaction with others, mathematical knowledge related with cognitive obstacles that are immersed in different situations that they face (real, realistic and/or imaginary). At the same time, the uncertainty about how, when and in which circumstances these processes are consolidated is fed back. Therefore, with an ethnographic look, the study looks for answers by collecting, analyzing and interpreting information along the 3 schooling years of a pre-school education group at the pre-school and primary school centre Las Cigüeñas, in Rivas Vaciamadrid, municipality of Madrid. The researcher is at the same time the teacher of this group of children. This situation provides the optimal conditions for an extended and intensive stay in the field of study with the objective of registering the mathematical events, planned ad hoc or spontaneous, that occur during the participant observation process. The interpretation of the registered data allowed to understand –admitting that their locality does not permit to extrapolate the results to the complete child population- the potentiality of the teaching practices to foster, or not, the interest of children in using, in contextualized situations, their respective mathematical knowledge (from the arithmetical, geometrical and/or algebraic fields) obviously marked by the diversity (in the cognitive styles, expression forms, interests and motivation, etc.).
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 18-01-2016