Early childhood teachers’ specialised knowledge to promote algebraic thinking as from a task of additive decomposition

  1. Muñoz-Catalán, M. Cinta 1
  2. Ramírez-García, Mónica 2
  3. Joglar-Prieto, Nuria 3
  4. Carrillo-Yáñez, José 4
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 La Salle Centro Universitario
  3. 3 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  4. 4 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

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Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Year of publication: 2022

Volume: 45

Issue: 1

Pages: 37-80

Type: Article

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More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Abstract

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.

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Funding information

This work has been partially supported by the project ‘Specialised knowledge of mathematics teachers and teacher training’ (RTI2018-096547-B-I00, from the Ministry of Science, Innovation and Universities, Spain). It is also linked to the Ibero-american MTSK Network of the Asociación Universitaria Iberoamericana de Posgrado (AUIP). / Este trabajo se ha desarrollado en el marco del proyecto: ‘Conocimiento especializado del profesorado de matemáticas y formación del profesorado’ (RTI2018-096547-B-I00, del Ministerio de Ciencia, Innovación y Universidades, España). Asimismo, está vinculado a la Red MTSK de la Asociación Universitaria Iberoamericana de Posgrado (AUIP).

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