ABSTRACT

In this article we aim to deepen our understanding of the content and nature of the early childhood teacher’s knowledge, focusing on those aspects which might promote students’ algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model Mathematics Teachers’ Specialised Knowledge, we analyse the specialised knowledge in a classroom of five-year-olds handled by an experienced teacher in a lesson on the decomposition of the number 6. Moreover, alternative management of the session is proposed in order to promote early algebraic thinking. In the domain of mathematical knowledge, this analysis has revealed the specificity of the knowledge that this professional must have of the natural number. In the domain of pedagogical content knowledge, it has highlighted the many elements of the knowledge of mathematics teaching that should be possessed to promote algebraic thinking at this educational stage. These elements appear to be more closely related to a profound knowledge of the mathematics taught than to pedagogical knowledge of a more general nature.

摘要

在本文中，我们旨在加深对幼儿教师知识的内容和性质的理解，重点关注那些可能促进学生代数思维的方面。从代数的角度进阶算术，并考虑分析模型数学教师的专业知识，我们分析了一位经验丰富的老师在数分解课上处理的五岁儿童课堂上的专业知识。 6. 此外，为了促进早期代数思维，提出了会话的替代管理。在数学知识领域，这一分析揭示了该专业人士必须具备的自然数知识的特殊性。在领域内教学内容知识，突出了在这个教育阶段促进代数思维所应具备的数学教学知识的诸多要素。这些元素似乎与所教授的数学的深刻知识更密切相关，而不是与更一般性质的教学知识相关。