Razonamiento y argumentación en la resolución de problemas geométricos en educación infantil:Un estudio de caso
- A. Berciano 1
- C. Jiménez-Gestal 2
- M. Salgado 3
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1
Universidad del País Vasco/Euskal Herriko Unibertsitatea
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Universidad del País Vasco/Euskal Herriko Unibertsitatea
Lejona, España
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2
Universidad de La Rioja
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3
Universidade de Santiago de Compostela
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- José M. Muñoz-Escolano (coord.)
- Alberto Arnal-Bailera (coord.)
- Pablo Beltrán-Pellicer (coord.)
- M. Luz Callejo (coord.)
- José Carrillo (coord.)
Editorial: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-16723-42-3
Año de publicación: 2017
Páginas: 147-156
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (21. 2017. Zaragoza)
Tipo: Aportación congreso
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In this paper, we present a case study with a 4-year-old boy about the visualization of three-dimensional objects and their properties. The goal of this study is to identify the strategies of reasoning and argumentation given by a four years old child when asked to explain what a cylinder is. For this analysis we have taken into account the levels of Van Hiele and the different types of apprehension considered by Duval. From the study we conclude that the gradual guided intervention of the teacher encourages an increase in the type of reasoning and argumentation used by the child, who shows a level 2 of Van Hiele and operational apprehension (higher than the expected at this stage of education).