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oai:docta.ucm.es:20.500.14352/1127142025-03-18T14:56:08Zcom_20.500.14352_14col_20.500.14352_15

Muñoz-Catalán, M. Cinta Ramírez García, Mónica Joglar Prieto, Nuria Carrillo-Yáñez, José 2024-12-17T08:24:55Z 2024-12-17T08:24:55Z 2022-02 Muñoz Catalán, M. C., Ramírez García, M., Joglar Prieto, N., & Carrillo Yañez, J. (2022). Early childhood teachers’ specialised knowledge to promote algebraic thinking as from a task of additive decomposition. Journal for the Study of Education and Development, Infancia y Aprendizaje, 45(1), 37-80. https://doi.org/10.1080/02103702.2021.1946640 0210-3702 10.1080/02103702.2021.1946640 https://hdl.handle.net/20.500.14352/112714 1578-4126 https://doi.org/10.1080/02103702.2021.1946640 https://produccioncientifica.ucm.es/documentos/6204af960f8d9015d2245522?lang=en https://dialnet.unirioja.es/servlet/articulo?codigo=8277347# https://dialnet.unirioja.es/servlet/revista?codigo=702 https://journals.sagepub.com/doi/10.1080/02103702.2021.1946640 https://www.tandfonline.com/doi/full/10.1080/02103702.2021.1946640 https://www.scopus.com/record/display.uri?eid=2-s2.0-85116323467&origin=resultslist https://www.webofscience.com/wos/alldb/full-record/WOS:000703440700001 In this article we aim to deepen our understanding of the content and nature of the early childhood teacher’s knowledge, focusing on those aspects which might promote students’ algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model Mathematics Teachers’ Specialised Knowledge, we analyse the specialised knowledge in a classroom of five-year-olds handled by an experienced teacher in a lesson on the decomposition of the number 6. Moreover, alternative management of the session is proposed in order to promote early algebraic thinking. In the domain of mathematical knowledge, this analysis has revealed the specificity of the knowledge that this professional must have of the natural number. In the domain of pedagogical content knowledge, it has highlighted the many elements of the knowledge of mathematics teaching that should be possessed to promote algebraic thinking at this educational stage. These elements appear to be more closely related to a profound knowledge of the mathematics taught than to pedagogical knowledge of a more general nature. eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 International Early childhood teachers’ specialised knowledge to promote algebraic thinking as from a task of additive decomposition El conocimiento especializado del profesor de educación infantil para fomentar el pensamiento algebraico a partir de una tarea de descomposición aditiva journal article