Future early childhood teachers designing problem-solving activities

Simple item page
dc.contributor.authorSala-SebastiĆ , Gemma
dc.contributor.authorBreda, Adriana
dc.contributor.authorFarsani, Danyal
dc.date.accessioned2022-11-03T12:51:33Z
dc.date.available2022-11-03T12:51:33Z
dc.date.issued2022-06
dc.description.abstractThis work aims to identify the criteria to design activities based on problem-solving tasks that emerge when future early childhood education teachers jointly plan their activities and reflect on them. The participants were 76 students from the Didactics of mathematics subject that was carried out in the 2nd year of the Early Childhood Education Degree of a Catalan public university. This is qualitative research in which the phases of the thematic analysis have been adapted: familiarizing with the data; systematically applying the categories to identify the student criteria emerged; triangulating the analysis with experts; reviewing and discussing the results. The Didactic Suitability Criteria (DSC), from the Ontosemiotic approach (OSA) framework to design tasks and their indicators, were used to categorise and analyse the tasks performed by future teachers. As a result, it was identified that when the future teachers adopt consensually design their activities, they are implicitly based on the Didactic Suitability Criteria (DSC). Still, not all their indicators emerge since their reflection is spontaneous and is not guided by an explicit guideline that serves them to show their didactic analysis in detail. The study concludes that it would be convenient to offer future teachers a tool, such as DSC, to have explicit criteria to guide the designs of their mathematical tasks. In this sense, a future line of research opens, much needed, to adapt the DSC to the singularities of this educational stage.es
dc.description.sponsorshipThis work was supported by the MCIU/AEI/FEDER UE, under the Research Project PGC2018-098603- B-I00 and ANID PAI77200008es
dc.identifier.citationSala-SebastiĆ , G., Breda, A., & Farsani, D. (2022). Future Early Childhood Teachers Designing Problem-Solving Activities. Journal on Mathematics Education (JME), 13(2), 239-256.es
dc.identifier.orcidhttps://orcid.org/0000-0001-9830-312Xes
dc.identifier.orcidhttps://orcid.org/0000-0002-7764-0511es
dc.identifier.orcidhttps://orcid.org/0000-0002-9412-3161es
dc.identifier.orcidhttp://doi.org/10.22342/jme.v13i2.pp239-256
dc.identifier.urihttp://hdl.handle.net/20.500.12254/2587
dc.language.isoenes
dc.publisherJournal on Mathematics Educationes
dc.relation.ispartofseriesJournal on Mathematics Education;Volume 13, No. 2, 2022, pp. 239-256
dc.rightsAtribuciĆ³n-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subject.otherDidactic suitability driteriaes
dc.subject.otherEarly childhood educationes
dc.subject.otherOntosemiotic approaches
dc.subject.otherProblem-solvinges
dc.subject.otherTask designes
dc.subject.otherTeacher traininges
dc.titleFuture early childhood teachers designing problem-solving activitieses
dc.typeArtĆ­culoes
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Future early childhood teachers designing problem-solving activities.pdf
Size:
750.48 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
638 B
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
ArtĆ­culos de Revistas