v. 23, n. 7 (2021)

Special Issue - Practice and Specific knowledge for teaching mathematics in early childhood education

Sumário

Editorial

Editorial
M. Cinta Muñoz-Catalán, M. Mar Liñán-García
PDF (English)
1-3

Artigos

A Proposed Instructional Theory for Number in Preschool
José Luis Cortina Morfín, Jana Visnovska, Jesica Peña Jiménez, Claudia Zúñiga Gaspar
PDF (English)
4-29
Preservice Teachers’ Mathematical Knowledge about Repeating Patterns and their Ability to Notice Preschoolers Algebraic Thinking
Joana Cabral, Hélia Oliveira, Fátima Mendes
PDF (English) PDF
30-59
Professional Tasks in Early Childhood Education Teacher Education: Promoting Reasoning at 0-3
Yuly Vanegas, Joaquin Giménez, Montserrat Prat, Mequè Edo
PDF (English) PDF (Español (España))
60-90
Instrumental Genesis of a Learning Trajectory: The Case of Pedro’s Professional Noticing
Gloria Sánchez-Matamoros, Mar Moreno, Julia Valls
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91-119
Approach to the Early Childhood Education Teacher’s Specialised Knowledge about Length and its Measurement in a Collaborative Context of Professional Development
Mónica Ramírez-García, Juan Miguel Belmonte, Noemi Pizarro, Nuria Joglar-Prieto
PDF (English) PDF (Español (España))
120-147