Recursos manipulativos y gráficos en la comprensión de tareas con patrones: un análisis comparativo con niños de 4 a 6 años

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T., González-Astudillo y D., Carrillo, (Eds.), Investigación en Educación Matemática XXIV (pp. 83-97). SEIEM. Mulligan, J. T., Prescott, A. y Mitchelmore, M. C. (2004). Children’s development of structure in early mathematics. En M. Heines y A. Fuglestad (Eds.) Proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 393-401). Bergen University College. Mulligan, J. T., Oslington, G. y English, L. D. (2020). Supporting early mathematical development through a ‘pattern and structure’ intervention program. ZDM—International Journal of Mathematics Education, 52, 663-676. https://doi.org/10.1007/s11858-020-01147-9 National Council of Teachers of Mathematics [NCTM]. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics, Inc. Papic, M. M., Mulligan, J. T. y Mitchelmore, M. C. (2011). Assessing the development of pre-schoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42, 237-268. Pincheira, N. y Alsina, Á. (2021). Teachers’ mathematics knowledge for teaching early algebra: A systematic review from the mkt perspective. Mathematics, 9(20), 2590. https://doi.org/10.3390/ math9202590 Radford, L. (2008). Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts. ZDM, 40(1), 83-96. https://doi.org/10.1007/s11858-007-0061-0 Radford, L. y Sabena, C. (2015). The question of method in a Vygotskyan semiotic approach. En A. Bikner-Ahsbahs, C. Knipping, y N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 157-182). Springer. https://doi. org/10.1007/978-94-017-9181-6_7 Rahmawati, D., Purwanto, S., Hidayanto, E. y Bustanul, R. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(3), 367-381. Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G. y Farran, D. C. (2017). Early math trajectories: Low-income children’s mathematics knowledge from age 4 to 11. Child Development, 88(5), 1727-1742. https:// doi.org/10.1111/cdev.12662 Swan, M. (2020). Design research in mathematics education. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 192-195). Springer. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harward University Press. Wijns, N., Verschaffel, L., De Smedt, B. y Torbeyns, J. (2021). Associations between repeating patterning, growing patterning, and numerical ability: A longitudinal panel study in four- to six-year olds. Child Development, 92, 1354-1368. https://doi.org/10.1111/cdev.13490 Lüken, M. M. y Sauzet, O. (2020). Patterning strategies in early childhood: a mixed methods study examining 3- to 5-year-old children’s patterning competències. Mathematical Thinking and Learning. http://10.1080/10986065.2020.1719452 McGarvey, L. M. (2013). Is it a pattern? Teaching Children Mathematics, 19(9), 564-571. https://doi. org/10.5951/teacchilmath.19.9.0564 Molina, M., Castro, E., Castro E. y Molina, J. L. (2011). Un acercamiento a la investigación de diseño a través de los experimentos de enseñanza. Enseñanza de las Ciencias, 29(1), 75-88. Molina, M. (2021). Investigación de diseño educativa: un marco metodológico en evolución. En P. D., Diago, D. F., Yáñez, M. T., González-Astudillo y D., Carrillo, (Eds.), Investigación en Educación Matemática XXIV (pp. 83-97). SEIEM. Mulligan, J. T., Prescott, A. y Mitchelmore, M. C. (2004). Children’s development of structure in early mathematics. En M. Heines y A. Fuglestad (Eds.) Proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 393-401). Bergen University College. Mulligan, J. T., Oslington, G. y English, L. D. (2020). Supporting early mathematical development through a ‘pattern and structure’ intervention program. ZDM—International Journal of Mathematics Education, 52, 663-676. https://doi.org/10.1007/s11858-020-01147-9 National Council of Teachers of Mathematics [NCTM]. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics, Inc. Papic, M. M., Mulligan, J. T. y Mitchelmore, M. C. (2011). Assessing the development of pre-schoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42, 237-268. Pincheira, N. y Alsina, Á. (2021). Teachers’ mathematics knowledge for teaching early algebra: A systematic review from the mkt perspective. Mathematics, 9(20), 2590. https://doi.org/10.3390/ math9202590 Radford, L. (2008). Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts. ZDM, 40(1), 83-96. https://doi.org/10.1007/s11858-007-0061-0 Radford, L. y Sabena, C. (2015). The question of method in a Vygotskyan semiotic approach. En A. Bikner-Ahsbahs, C. Knipping, y N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 157-182). Springer. https://doi. org/10.1007/978-94-017-9181-6_7 Rahmawati, D., Purwanto, S., Hidayanto, E. y Bustanul, R. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(3), 367-381. Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G. y Farran, D. C. (2017). Early math trajectories: Low-income children’s mathematics knowledge from age 4 to 11. Child Development, 88(5), 1727-1742. https:// doi.org/10.1111/cdev.12662 Swan, M. (2020). Design research in mathematics education. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 192-195). Springer. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harward University Press. Wijns, N., Verschaffel, L., De Smedt, B. y Torbeyns, J. (2021). Associations between repeating patterning, growing patterning, and numerical ability: A longitudinal panel study in four- to six-year olds. Child Development, 92, 1354-1368. https://doi.org/10.1111/cdev.13490 Lüken, M. M. y Sauzet, O. (2020). Patterning strategies in early childhood: a mixed methods study examining 3- to 5-year-old children’s patterning competències. Mathematical Thinking and Learning. http://10.1080/10986065.2020.1719452 McGarvey, L. M. (2013). Is it a pattern? Teaching Children Mathematics, 19(9), 564-571. https://doi. org/10.5951/teacchilmath.19.9.0564 Molina, M., Castro, E., Castro E. y Molina, J. L. (2011). Un acercamiento a la investigación de diseño a través de los experimentos de enseñanza. Enseñanza de las Ciencias, 29(1), 75-88. Molina, M. (2021). Investigación de diseño educativa: un marco metodológico en evolución. En P. D., Diago, D. F., Yáñez, M. T., González-Astudillo y D., Carrillo, (Eds.), Investigación en Educación Matemática XXIV (pp. 83-97). SEIEM. Mulligan, J. T., Prescott, A. y Mitchelmore, M. C. (2004). Children’s development of structure in early mathematics. En M. Heines y A. Fuglestad (Eds.) Proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 393-401). Bergen University College. Mulligan, J. T., Oslington, G. y English, L. D. (2020). Supporting early mathematical development through a ‘pattern and structure’ intervention program. ZDM—International Journal of Mathematics Education, 52, 663-676. https://doi.org/10.1007/s11858-020-01147-9 National Council of Teachers of Mathematics [NCTM]. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics, Inc. Papic, M. M., Mulligan, J. T. y Mitchelmore, M. C. (2011). Assessing the development of pre-schoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42, 237-268. Pincheira, N. y Alsina, Á. (2021). Teachers’ mathematics knowledge for teaching early algebra: A systematic review from the mkt perspective. Mathematics, 9(20), 2590. https://doi.org/10.3390/ math9202590 Radford, L. (2008). Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts. ZDM, 40(1), 83-96. https://doi.org/10.1007/s11858-007-0061-0 Radford, L. y Sabena, C. (2015). The question of method in a Vygotskyan semiotic approach. En A. Bikner-Ahsbahs, C. Knipping, y N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 157-182). Springer. https://doi. org/10.1007/978-94-017-9181-6_7 Rahmawati, D., Purwanto, S., Hidayanto, E. y Bustanul, R. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(3), 367-381. Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G. y Farran, D. C. (2017). Early math trajectories: Low-income children’s mathematics knowledge from age 4 to 11. Child Development, 88(5), 1727-1742. https:// doi.org/10.1111/cdev.12662 Swan, M. (2020). Design research in mathematics education. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 192-195). Springer. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harward University Press. Wijns, N., Verschaffel, L., De Smedt, B. y Torbeyns, J. (2021). Associations between repeating patterning, growing patterning, and numerical ability: A longitudinal panel study in four- to six-year olds. Child Development, 92, 1354-1368. https://doi.org/10.1111/cdev.13490.