Connective Intelligence for Childhood Mathematics Education

Autor/inn/en	Novo, María-Luisa; Alsina, Ángel; Marbán, José-María; Berciano, Ainhoa
Titel	Connective Intelligence for Childhood Mathematics Education
Quelle	In: Comunicar: Media Education Research Journal, 25 (2017) 52, S.29-39 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Novo, María-Luisa) ORCID (Alsina, Ángel) ORCID (Marbán, José-María) ORCID (Berciano, Ainhoa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	Early Childhood Education; Mathematics Education; Intelligence; Brain; Mathematics Instruction; Action Research; Grounded Theory; Young Children; Concept Formation; Mathematical Concepts; Active Learning; Relevance (Education); Foreign Countries; Preschool Teachers; Learning Activities; Comparative Analysis; Spain + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematische Bildung; Intelligenz; Klugheit; Gehirn; Mathematics lessons; Mathematikunterricht; Projektforschung; Frühe Kindheit; Concept learning; Begriffsbildung; Aktives Lernen; Relevance; Relevanz; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lernaktivität; Spanien
Abstract	The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision-making, problem-solving, data-processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out over two consecutive academic years under an interpretative paradigm with a methodological approach combining Action Research and Grounded Theory. The results obtained allow the characterization of a prototype of a didactic sequence that promotes three types of mathematics connections for the development of connective intelligence in young children: conceptual, giving rise to links between mathematics concepts; teaching, linking mathematics concepts through an active methodology, and practical ones connecting maths with the environment. (As Provided).
Anmerkungen	Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01