Aprendizaje y enseñanza de la competencia matemática en educación inicial: Una Revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El nivel de educación inicial constituye la base esencial para la adquisición de conocimientos fundamentales. Este estudio tuvo como objetivo analizar el desarrollo de estrategias para el aprendizaje y la enseñanza de la competencia matemática en educación inicial. Se llevó a cabo una revisión sistemática siguiendo el método PRISMA. La búsqueda se realizó en las bases de datos Scopus, Science Direct y Scielo, utilizando las variables "Aprendizaje de matemáticas en inicial", "Enseñanza de matemáticas en inicial" y "Competencia matemática en educación inicial", combinadas con operadores booleanos OR y AND, para el periodo 2018-2023. Se seleccionaron 18 investigaciones para el análisis. Los resultados concluyen que es crucial facilitar la exploración del significado de los números, permitiendo que los niños construyan sobre su conocimiento previo y amplíen su comprensión de los mismos.
The early education level constitutes the essential basis for the acquisition of fundamental knowledge. The aim of this study was to analyze the development of strategies for learning and teaching mathematical competence in early education. A systematic review was carried out following the PRISMA method. The search was conducted in the Scopus, Science Direct and Scielo databases, using the variables "Learning mathematics in initial", "Teaching mathematics in initial" and "Mathematical competence in initial education", combined with Boolean operators OR and, for the period 2018-2023. Eighteen investigations were selected for analysis. The results conclude that it is crucial to facilitate the exploration of the meaning of numbers, allowing children to build on their prior knowledge and expand their understanding of them.
The early education level constitutes the essential basis for the acquisition of fundamental knowledge. The aim of this study was to analyze the development of strategies for learning and teaching mathematical competence in early education. A systematic review was carried out following the PRISMA method. The search was conducted in the Scopus, Science Direct and Scielo databases, using the variables "Learning mathematics in initial", "Teaching mathematics in initial" and "Mathematical competence in initial education", combined with Boolean operators OR and, for the period 2018-2023. Eighteen investigations were selected for analysis. The results conclude that it is crucial to facilitate the exploration of the meaning of numbers, allowing children to build on their prior knowledge and expand their understanding of them.
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Vol. 8, No. 35