Resumo

ORMENO HOFER, Claudia; RODRIGUEZ OSIAC, Sandra  e  BUSTOS BARAHONA, Verónica. Difficulties of kindergarten educators to develop logical mathematical thinking at transition levels. Pág. Educ. [online]. 2013, vol.6, n.2, pp.55-71. ISSN 1688-7468.

This article aims to describe the difficulties of educators regarding the development of mathematical logical thinking. It analyzes the strategies they use to promote it in children between three and six years old. The sample included thirty educators who belong to private, subsidized and municipal schools. In all three situations we observed very similar results: there is great lack of knowledge from nursery educators regarding the strategies of using and organizing the educational space as well as understanding what kind of ability must be stimulated. Moreover, educators offered high value to mathematical logical thinking development in children, considering its fundamental contribution. However, they expressed lack of knowledge in the area and resistance to teach "what they do not like"

Palavras-chave : logical mathematical thinking; strategies; educational space; mediation.

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