El pensamiento algebraico temprano y los estándares matemáticos en la Educación Primaria (6-12 años) en Estados Unidos

• David W. Carraher ^[1] ; Analúcia D. Schliemann
  1. [1] Tufts University

     Tufts University

     City of Medford, Estados Unidos

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 42, Nº 3, 2019 (Ejemplar dedicado a: Pensamiento algebraico temprano : estudios desde diversas perspectivas, enfoques y regiones), págs. 498-522
• Idioma: español
• DOI: 10.1080/02103702.2019.1638570
• Títulos paralelos:
  • Early algebraic thinking and the US mathematics standards for grades K to 5
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    En este artículo relacionamos diversos estudios sobre el pensamiento algebraico en la escuela primaria (K–5, entre cinco y 10 años) con los estándares matemáticos actuales en Estados Unidos. La investigación en el aula dibuja un panorama cada vez más prometedor del potencial de los más jóvenes para aprender a pensar algebraicamente. Esto confirma el consenso general que se encuentra tras la recomendación de crear un itinerario de álgebra para K–12 (equivalente a Educación Primaria y Secundaria, de cinco a 17 años) pero plantea una serie de retos en lo que respecta a la ejecución de las actividades de pensamiento algebraico en el aula y, en general, sobre la formación del profesorado.

  • English

    We relate studies of algebraic thinking in elementary school (grades K–5, ages five to 10) to current mathematics standards in the United States. Classroom research increasingly paints a promising picture of the potential of young students to learn to think algebraically. This confirms the overall judgment behind recommendations to create a K–12 algebra strand (for ages five to 17) but leaves a host of challenges regarding the implementation of algebraic thinking activities in classrooms and, more generally, to the preparation of teachers.

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