Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots
1
Universidad Católica de la Santísima Concepción, Concepción, Bío Bío, CHILE
2
Universitat de Barcelona, Barcelona, SPAIN
3
Universidad Finis Terrae, Providencia, Región Metropolitana, CHILE
4
Universidad Católica del Maule, Talca, Maule, CHILE
Publication date: 2022-09-09
EURASIA J. Math., Sci Tech. Ed 2022;18(10):em2163
KEYWORDS
mathematics educationcomputational thinkingfuture kindergarten teachersdidactic suitability criteria
ABSTRACT
The purpose of this study is to analyze the reflections of future kindergarten teachers when
designing didactic sequences with the use of the bee-bot robot. A qualitative methodological
design was followed to achieve this objective, collecting the data through a written record
prepared by the participants from collaborative work. A total of 25 future teachers participated,
forming six working groups. The data were analyzed with the content analysis technique,
considering the criteria of didactic suitability–epistemic, cognitive, interactional, mediational,
affective, and ecological–and their respective components. The results suggest that at the
moment prior to the design of the didactic sequences, the reflections of the groups of future
teachers are related only to some criteria, while, in the design of the proposed teaching and
learning process, the units of analysis were related to all six criteria. With the results obtained, it
is concluded that a future implementation and observation of the design of didactic sequences
by the participants would allow the participants to consider more components of the criteria when
reflecting. In addition, it is concluded that training that contemplates the criteria of didactic
suitability, would also allow future teachers to deepen their reflections, guiding them with these
tools.
REFERENCES (50)
1.
Acevedo-Borrega, J., Valverde-Berrocoso, J., & Garrido-Arroyo, M. D. C. (2022). Computational thinking and educational technology: A scoping review of the literature. Education Sciences, 12(1), 39. https://doi.org/10.3390/EDUCSC....
2.
Arlegui, J., & Pina A. (2016). Didáctica de la robótica educativa: Un enfoque constructivista [Didactics of educational robotics: A constructivist approach]. Dextra Editorial S.L.
3.
Aroza, C. J., Godino, J. D., & Beltrán-Pellicer, P. (2016). Iniciación a la innovación e investigación educativa mediante el análisis de la idoneidad didáctica de una experiencia de enseñanza sobre proporcionalidad [Introduction to innovation and educational research through the analysis of the didactic suitability of a teaching experience on proportionality]. Aires, 6(1), 1-29.
4.
Benton, L., Hoyles, C., Kalas, I., & Noss, R. (2017). Bridging primary programming and mathematics: Some findings of design research in England. Digital Experiences in Mathematics Education, 3(2), 115-138. https://doi.org/10.1007/S40751....
5.
Breda, A. (2020). Características del análisis didáctico realizado por profesores para justificar la mejora en la enseñanza de las matemáticas [Characteristics of the didactic analysis carried out by teachers to justify the improvement in the teaching of mathematics]. Bolema: Boletim de Educação Matemática [Bolemma: Mathematics Education Bulletin], 34(66), 69-88. https://doi.org/10.1590/1980-4....
6.
Breda, A., & do Rosário Lima, V. (2016). Estudio de caso sobre el anális didáctico realizado en un trabajo final de un máster para profesores de matemáticas en servicio [Case study on the didactic analysis carried out in a final project of a master’s degree for in-service mathematics teachers]. Journal of Research in Mathematics Education, 5(1), 74-103. https://doi.org/10.17583/REDIM....
7.
Breda, A., Font, V., & do Rosário Lima, V. M. (2015). A noção de idoneidade didática e seu uso na formação de professores de matemática [The notion of didactic suitability and its use in the formation of mathematics teachers]. Jornal Internacional de Estudos Em Educação Matemática [International Journal of Studies in Mathematics Education], 8(2), 1-41. https://doi.org/10.17921/2176-....
8.
Breda, A., Font, V., & Pino-Fan, L. R. (2018). Criterios valorativos y normativos en la didáctica de las matemáticas: El caso del constructo idoneidad didáctica [Evaluative and normative criteria in the didactics of mathematics: The case of the didactic suitability construct]. Bolema: Boletim de Educação Matemática [Bolemma: Mathematics Education Bulletin], 32(60), 255-278. https://doi.org/10.1590/1980-4....
9.
Breda, A., Pochulu, M., Sánchez, A., & Font, V. (2021). Simulation of teacher interventions in a training course of mathematics teacher educators. Mathematics, 9(24), 3228-3228. https://doi.org/10.3390/math92....
10.
Caballero-González, Y. A., & Muñoz-Repiso, A. G. V. (2021). Robots en la educación de la primera infancia: Aprender a secuenciar acciones usando robots programables [Robots in early childhood education: Learning to sequence actions using programmable robots]. RIED-Revista Iberoamericana de Educación a Distancia [ITEN-Ibero-American Journal of Distance Education], 24(1), 77-94. https://doi.org/10.5944/RIED.2....
11.
Cáceres, P. (2008). Análisis cualitativo de contenido: Una alternativa metodológica alcanzable [Qualitative content analysis: An attainable methodological alternative]. Psicoperspectivas. Individuo y Sociedad [Psychoperspectives. Individual and Society], 2(1), 53-82. https://doi.org/10.5027/psicop....
12.
Esqué de los Ojos, D., & Breda, A. (2021). Valoración y rediseño de una unidad sobre proporcionalidad, utilizando la herramienta idoneidad didáctica [Assessment and redesign of a unit on proportionality, using the didactic suitability tool]. Uniciencia [Uniscience], 35(1), 38-54. https://doi.org/10.15359/ru.35....
13.
Estebanell, M., López, V., Peracaula, M., Simarro, C., Cornellà, P., Couso, D., González, J., Alsina, A., Badillo, E., & Heras, R. (2018). Pensament computacional en la formació de mestres [Computational thinking in teacher training]. In Guia didàctica [Didactic guide]. Servei de Publicacions UdG.
14.
Font, V., Breda, A., & Seckel, M. J. (2017). Algunas implicaciones didácticas derivadas de la complejidad de los objetos matemáticos cuando estos se aplican a distintos contextos [Some didactic implications derived from the complexity of mathematical objects when they are applied to different contexts]. Revista Brasileira de Ensino de Ciência e Tecnologia [Brazilian Journal of Science and Technology Teaching], 10(2), 1-23. https://doi.org/10.3895/rbect.....
15.
Font, V., Planas, N., & Godino, J. D. (2010). Modelo para el análisis didáctico en educación matemática [Model for didactic analysis in mathematics education]. Infancia y Aprendizaje [Childhood and learning], 33(1), 89-105. https://doi.org/10.1174/021037....
16.
Giacomone, B., Godino, J. D., & Beltrán-Pellicer, P. (2018). Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas [Desarrollo de la competencia de análisis de la idoneidad didáctica en futuros profesores de matemáticas]. Educação & Pesquisa [Education & Research], 44(1), e172011. https://doi.org/10.1590/S1678-....
17.
Godino, J. D. (2013). Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas [Indicators of the didactic suitability of mathematics teaching and learning processes]. Cuadernos de Investigación y Formación En Educación Matemática [Research and Training Notebooks in Mathematics Education], 8(11), 111-132. https://doi.org/10.5007/1981-1....
18.
Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM–International Journal on Mathematics Education, 39(1-2), 127-135. https://doi.org/10.1007/s11858....
19.
Godino, J. D., Giacomone, B., Font, V., & Pino-Fan, L. (2018). Conocimientos profesionales en el diseño y gestión de una clase sobre semejanza de triángulos. Análisis con herramientas del modelo CCDM [Professional knowledge in the design and management of a class on similarity of triangles. Analysis with CCDM model tools]. Avances de Investigación En Educación Matemática [Research Advances in Mathematics Education], 13, 63-83. https://doi.org/10.35763/AIEM.....
20.
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38-43. https://doi.org/10.3102/001318....
21.
Gusmão, T. C. R. S., & Font, V. (2020). Ciclo de estudo e desenho de tarefas [Study cycle and task design]. Educação Matemática Pesquisa [Mathematics Education Research], 22(3), 666-697. https://doi.org/10.23925/1983-....
22.
Hernández-García, J., & Breda, A. (2022). Análisis y rediseño de una unidad didáctica de isometrías planas, mediante los criterios de idoneidad didáctica [Analysis and redesign of a didactic unit of plane isometrics, through the criteria of didactic suitability]. Caminhos Da Educação Matemática Em Revista [Paths of Mathematics Education in Review], 12(2), 19-36.
23.
Hummes, V. B., Breda, A., Seckel, M. J., & Font, V. (2020). Criterios de idoneidad didáctica en una clase basada en el lesson study [Didactic suitability criteria in a class based on the lesson study]. Praxis & Saber [Praxis & Knowledge], 11(26), e10667-e10667. https://doi.org/10.19053/22160....
24.
Jara, I., & Hepp, P. (2016). Enseñar ciencias de la computación: Creando oportunidades para los jóvenes de América Latina [Teaching computer science: Creating opportunities for youth in Latin America]. Microsoft. www.microsoft.com/es-es/education.
25.
Kong, S. C., Lai, M., & Sun, D. (2020). Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy. Computers & Education, 151, 103872. https://doi.org/10.1016/J.COMP....
26.
Leidl, K. D., Bers, M. U., & Mihm, C. (2017). Programming with ScratchJr: A review of the first year of user analytics. In S. C. Kong, J. Sheldon, & K. Y. Li. (Eds.), Proceedings of the International Conference on Computational Thinking Education (pp. 116-121).
27.
Mallart Solaz, A., Font, V., & Malaspina, U. (2016). Reflexión sobre el significado de qué es un buen problema en la formación inicial de maestros [Reflection on the meaning of what is a good problem in initial teacher training]. Perfiles Educativos [Educational Profiles], 38(152), 14-30. https://doi.org/10.22201/iisue....
28.
Mineduc. (2021). Programa de estudio pensamiento computacional y programación 3° y 4° medio [Study program computational thinking and programming 3rd and 4th grade]. Ministerio de Educación. https://www.curriculumnacional....
29.
Morales-López, Y., & Font, V. (2019). Valoración realizada por una profesora de la idoneidad de su clase de matemáticas [Assessment made by a teacher of the suitability of her mathematics class]. Educação e Pesquisa [Education and Research], 45, 1-19. https://doi.org/10.1590/S1678-....
30.
Moreira, C. B., Gusmão, T. C. R. S., & Font, V. (2018). Tarefas matemáticas para o desenvolvimento da percepção de espaço na educação infantil: Potencialidades e limites [Mathematical tasks for the development of space perception in early childhood education: Potential and limits]. Bolema: Boletim de Educação Matemática [Bolemma: Mathematics Education Bulletin], 32(60), 231-254. https://doi.org/10.1590/1980-4....
31.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Harvester Press.
32.
Perrenoud, P. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar: Profesionalización y razón pedagógica [Develop reflective practice in the profession of teaching: Professionalization and pedagogical reason]. Graó.
33.
Pochulu, M., Font, V., & Rodríguez, M. (2016). Desarrollo de la competencia en análisis didáctico de formadores de futuros profesores de matemática a través del diseño de tareas [Development of the competence in didactic analysis of trainers of future mathematics teachers through the design of tasks]. Revista Latinoamericana de Investigación En Matemática Educativa [Latin American Journal of Research in Educational Mathematics], 19(1), 71-98. https://doi.org/10.12802/relim....
34.
Ribeiro, C. R., Coutinho, C. P., & Costa, M. F. M. (2011). A robótica educativa como ferramenta pedagógica na resolução de problemas de matemática no ensino básico [Educational robotics as a pedagogical tool in solving mathematics problems in basic education]. In Proceedings of the 6th Iberian Conference on Information Systems and Technologies (pp. 15-18).
35.
Sáez, J. M., & Cózar, R. (2017). Pensamiento computacional y programación visual por bloques en el aula de primaria [Computational thinking and visual block programming in the primary classroom]. Educar [Educate], 53(1), 129-146. https://doi.org/10.5565/rev/ed....
36.
Sala-Sebastià, G., Breda, A., & Farsani, D. (2022). Future early childhood teachers designing problem-solving activities. Journal on Mathematics Education, 13(2), 239-256.
37.
Sandín-Esteban, M. P. (2000). Criterios de validez en la investigación cualitativa: De la objetividad a la solidaridad [Validity criteria in qualitative research: From objectivity to solidarity]. Revista de Investigación Educativa [Journal of Educational Research], 18(1), 223-242.
38.
Seckel, M. J., & Font, V. (2015). Competencia de reflexión en la formación inicial de profesores de matemática en Chile [Reflective competence in the initial training of mathematics teachers in Chile]. Práxis Educacional [Educational Praxis], 11(19), 55-75.
39.
Seckel, M. J., & Font, V. (2020). Competencia reflexiva en formadores del profesorado de matemática [Reflective competence in mathematics teacher educators]. Magis, Revista Internacional de Investigación En Educación [Magis, International Journal of Research in Education], 12(25), 127-144. https://doi.org/10.11144/Javer....
40.
Seckel, M. J., Breda, A., Font, V., & Vásquez, C. (2021). Primary school teachers conceptions about the use of robotics in mathematics. Mathematics, 9(24), 3186. https://doi.org/10.3390/math92....
41.
Seckel, M. J., Breda, A., Sánchez, A., & Font, V. (2019). Criteria assumed by teachers when they argue about mathematical creativity. Educaçao e Pesquisa [Education and Research], 45, e211926-e211926. https://doi.org/10.1590/S1678-....
42.
Seckel, M. J., Vásquez, C., Samuel, M., & Breda, A. (2022). Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training. Education and Information Technologies, 27(3), 2955-2975. https://doi.org/10.1007/s10639....
43.
Sentance, S., & Humphreys, S. (2018). Understanding professional learning for computing teachers from the perspective of situated learning. Computer Science Education, 28(4), 345-370. https://doi.org/10.1080/089934....
44.
Stake, R. E. (1998). Investigación con estudio de casos [Case study research]. Ediciones Morata.
45.
Sullivan, A., & Bers, M. U. (2015). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20. https://doi.org/10.1007/S10798....
46.
Sullivan, A., Bers, M. U., & Mihm, C. (2017a). Imagining, playing, and coding with KIBO: Using robotics to foster computational thinking in young children. In S. C. Kong, J. Sheldon, & K. Y. Li. (Eds.), Proceedings of the International Conference on Computational Thinking Education (pp. 110-115).
47.
Sullivan, A., Strawhacker, A., & Bers, M. U. (2017b). Dancing, drawing, and dramatic robots: Integrating robotics and the arts to teach foundational STEAM concepts to young children. In M. S. Khine (Ed.), Robotics in STEM education: Redesigning the learning experience (pp. 231-260). Springer. https://doi.org/10.1007/978-3-....
48.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/111817....
50.
Zapata-Ros, M. (2019). Pensamiento computacional desenchufado [Computational thinking unplugged]. Education in the Knowledge Society, 20(1), 29-29. https://doi.org/10.14201/eks20....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
