SPECIALIZED TRAINING

POWERING
THOUGHT
MATHEMATICIAN
Card No. 2 Series

DNE
 SPECIALIZED TRAINING
EMPOWERING
THOUGHT
MATHEMATICIAN
Card No. 2 Series

¡B!
On this occasion, to continue with the Series of Step 2
Video training enhancing mathematical thinking To read!
co, framed in the Specialized Training 2020, it We invite you to take a first reading of the docu-
we present the self-training brochure in the content- Enhancing Mathematical Thinking
of logical-mathematical thinkingSERIALIZATION. pages 42, 45, and 46, to then define and exemplify
in his notebook, the following concepts:
To delve into this content, you need 2 inputs.
Order relations
fundamentals: the document 'Enhancing the Think-
Conservation of quantities
Mathematical lie" and a notebook. Others
Collection coordination
materials to be required are listed in the
support resources section at the end of this folder.
Step 3
We invite you to study the concept ofserialization, a Let’s watch and reflect on videos
rescue your prior knowledge and open yourself to new cono- of learning experiences.
foundations, because as we well know in the world We invite you to click on each of the three
of educationone never stops learning videos, these correspond to an experience of
learning ofMathematical Thinking Core.
Step 1 In front of each moment of the videos, we will do...
Let's start by rescuing knowledge and questions to record your reflection, putting
[Link], special attention tothe mediation that the educated-
it promotes with childrenfor development-
What do you know about the concept of SERIATION?
to develop the transversal skills or abilities that are
How have you worked with boys and girls?
they find the base of the serialization:describe, com-
What attribute of the objects do you think you have worked on?
stop, differentiate (quantity) and organize, to achieve-
more and which less?
achieve the proposed objective.

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 Watch Video 1

Making frames with leaves

Let's start the reflection by recalling the objective of NOTE1:From the knowledge
learning from educational experience: that the educator has of her toddlers
it fosters the development of an expe-
Experiment with various objects establishing relationships playful experience that allows them to solve math problems
theyclassifybytwoorthreeatributesatonce(shape,color, practicalmacros,[Link]
size,function,mass,materiality,amongothers)andcategorize pedagogicalpracticesaresustainedintheprincipleswhatis
by height, width, length, or capacity to contain. they find at the base ofmathematicalapproachofIntegra:
Learning Objective No. 2. Core Mathematical Thinking.
Third Level (Transition) Mineduc, 2018. Page 99. The Game.

Problem solving.

LET'S REFLECT... The interactions between preschoolers and their environment

social, natural and cultural.
What characterizes the moment of the experience?
observed in this video? The informal mathematical knowledge with
the children who arrive at the kindergarten.
What is the process of logical mathematical thinking?
tackles that is at the base of the order that this- These principles are based on the vision of the child and the
Does the child bleed?
girl as protagonists of their learning process,
What relationships between elements does it intend to wheretheeducatorplaysacentralrolefor
educator in the child with her mediation?
to annihilate your worldTherefore, the adult to

Point out and give an example of each of them in your designanddevelopeducationalexperiencesfromthese

notebook principles, fosters the development of logical relationships
mathematicsinchildren.

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 NOTE2:To establish relationships of NOTE3:Organizingacolectiononline
order, boys and girls begin observing (as requested by the educator) according to the

and recognizingthe attribute of the attributeselectedbythechildand/orthe

elementsat your disposal, being able to go through a girl (understood as the problem to be solved in this
description and/or characterization if necessary, this experience),brings you closer to measurement, but not to the
it will depend on the individualities of the preschoolers construction of natural number.
educational level. Added to this,the recognition of
the differences and the variation of the quantity, the permi- Inhermediation,theeducatorintends,throughher
Teach boys and girls to organize the material online, according to questions that the child reflects on regarding the order of
the educator requests. your collection in the series, starting from the selected attribute
by recognizing the location of each piece, the initial and
final in the first instance and then those that are
they are more or less close.

Therefore, the order of collections is established in

a preliminary step tothe coordination of two categories,
what indeedallows the construction of the ordinal function
ofthenumber.

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 Watch Video 2

Stems and leaves - Clouds and drops

LET'S REFLECT... before the last page/ for the page that is at
center of the collection?
How was the mediation (one-on-one) that used the
educator? Child:Because it is the longest stem for that
Whatmediationstrategiesdidtheeducatoruse? leaf(showingthelargestone).

Point out and give an example of each of them in your Educator:(video)Let'sputitintheseboxesaccordingto

notebook its size? (showing the largest) would that be the
framewhereshouldthissheetgo?(showingapieceofpaper)
whatissmallerthanthesheet).
VERY GOOD!Let's see some examples of interaction Child:(other) No, because the sheet is bigger.
What the educator did, you will be able to recognize them in the video.

We also added other elements to the dialogues, with Educator:(video-other) And what painting would it be for the
the purpose of this exercise with these collections: first page/the one that comes after the first page/ the
the page that is before the last page/the page that is at
Educator:Why did you choose that stem to center of the collection?
that leaf?; what stem would it be for the first leaf/for
the one that is after the first page/the one that is The challenge is set for the boys and girls...

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 NOTE 4: The mathematical challenge or the NOTE 5:Just as it shows us the
problem to solvethat presents the mediation of the preschool educator
educator for children is one loosen the observed video,laseration
of the principles of the mathematical approach that promotes Just like the classification, children do
the achievement of learning in this core. Therefore, the they learn byreflective abstraction; es decir, con la
range of possibilities that it offers to the preschoolers must guide of a mediating adult or a advantaged peer,
to be based onknowledge, skills and attitude that allows them to reflect and establish relationships
mathematics, in this case in the establishment of at a mental level, conducive to thinking
orderrelationsofoneormorecollections. mathematical (allowing to establish conclusions
coherent, orderly, and logical) and the construction
For this purpose, the educator has prepared this experience. of natural number. Thus, the construction of the
previously educated, with participation and invo- cardinal functionof the number is attributable to the
the active exploitation of boys and girls. Likewise, it knowledge ofclassification, while the
evidence its pedagogical intent aimed at ordinal functionof the number is attributed to the cone-
the serialization, both in theorganization in subgroups foundations of theserialization.
of work, as in thepreparation of the materials,
in theindicationsfor the execution of the exercise Theconstruction of the ordinal function of the number
and, fundamentally, in the questions it asks it is only possible atcoordinate two collectionsen
inindividual mediation. parallel, as presented in the recent video-
mind observed.

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 Watch Video 3

Closing of the experience

LET'S REFLECT... Educator:(video)Ángel,whydidyouputthisonefirst?

What kind of relationships did the child establish? Child:(video) Because he is the smallest.
this video?
Educator:(video) Why did you put this last?
Whatlearningsdidtheeducatormobilizeinthechild? (showing the biggest).

How does the educator mediate so that the child Child:(video) Because it is the greatest.
I managed to arrange your series logically and I arrived
to coherent conclusions? Educator:(video) How did Ángel order this series?
(asking the group).
Point out and give an example of each of them in your
Children:(video) Big, small, medium...
notebook.

Educator:(another) So kids: what picture is it?

después del primero?/¿cuál está antes del úl mo?/
VERY GOOD!Let's look at some interaction examples What painting is in the middle of this collection?
What the educator did, you will be able to recognize it in the video.
With this question or action, the
We also added other elements to the dialogues, with
design for boys and girls that will make effective the
the purpose of this exercise with these collections: logical relationships.

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 NOTE6:When the educator intends NOTE7:The learning of math-
name, at the end of the experience, that má ca requires experiences of
the children organize their chart learning that fosters spaces of
product of order relations and the exercise of sensory exploration, with concrete and
coordination of 2 collections - favors metacognition guidedreflectionthroughadult-childinteractionsand
(rebuild the lived process) establishing the relationships [Link] one progresses through levels
logical-mathematical that the boy or girl establishes , there is a greater need for an adult
during the experience. mediator that guides the preschoolers in construction
of order relations of one or more collections.
This exercise not only promotes metacognition of This adult not only guides the child in the construction of
a child who is presenting their work, but rather
such relationships, but also, it populates its
that of all the boys and girls present in the classroom.
world of conceptualizations and procedures
basic mathematics for the construction of new ones
Theseriationalong with the classification are essential
learning, in the case of seriation and classification,
for the development oflogical thinking - math-
the pre-numerical notions mentioned previously.
co, and therefore, they are conceived as notionspre
numerical.

P
What new knowledge and challenges do I identify in my pedagogical practice?
deepen the content of sequencing of the MathematicalApproach of Integra?

What pedagogical practices should I intentionally work on with my team, so that the children and
girls at the educational level establish more complex logical-mathematical relationships
(oforder,ofconservationofquantities,ofcoordinationofcollections,amongothers)?

page.
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Step 4 To delve into these principles, you can read the
Let's create a learning experience! page 18 of the document 'Enhancing the Think-
but first... Mathematical Lie.

Let's briefly remember the principles of the Approach Hello!

Mathematics in Integra, fundamental for design
We invite you to create a learning experience
of educational experiences, consistent with the Approaches-
considering all the necessary curricular factors
Interactionist and Innatist approaches to learning rivers to enhance learning of sequencing in their
mathematics educational level, based on the recommendations of
document 'Enhancing Mathematical Thinking-'
co”, from the previous reading and pages 47 and 48.

Step 5
¿ How did the application of this turn out?
E L content in pedagogical practice?

Once the experience is implemented, we invite you to

reflect on your pedagogical practice alongside
work team, considering: the planning
L L educational, the possible products or evidence of its
,
practice and the questions that arise regarding
continuation. We recommend taking note in your
notebook for recording those aspects that it
seem more significant.

P
What concepts and/or logical relationships associated with seriation did you work on?

How did they work on reflexive abstraction?

¿En qué instancia concreta durante la experiencia educa va intencionaron la

reflective abstraction?

What learnings were mobilized in the children through their mediation?

What challenges are identified in mediation to continue advancing in acquisition?

of learning in the content of sequencing?

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Step 6 What new knowledge have I acquired about
Very good!You have done a reflection exercise. deepen the content of serialization
fundamental theoretical-practical to strengthen their knowledge speak of the Mathematical Approach developed
foundations and didactic and disciplinary tools, which by Integra?
that will allow him to lead the pedagogical management in his
What challenges arise for my pedagogical practice?
educational community with greater empowerment
get started with the new knowledge
professional. acquired?

To conclude, we invite you to perform an exercise of What resources would I need to keep advancing?
self-assessment on what was learned and projecting how in the appropriation of this content (more
information, support from colleagues, director, of the
it will continue to strengthen in this content of
Mathematical Approach. territorial team or educational department
from the region)?

Shall we summarize what we've learned?

Click on this image and you will get a summary of what has been studied, with the purpose of
help her to strengthen her knowledge, skills, and attitudes regarding SERIATION.

click

page.
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 Support resources
to continue boosting
their disciplinary knowledge
and pedagogical

¡F
!

{ The invitation is to continue strengthening your practice.

using this or other available resources
on the web and literature in general. }
Integra Foundation (2019). Strengthening Mathematical Thinking.

Integra Foundation (2019). Curricular Reference.

Mineduc (2018). Curriculum Framework for Early Childhood Education.

Mineduc (2019). Framework for Good Teaching in Education

Preschool.

Video Training Series 2020: “Enhancing Thinking

Mathematics, Classification No. 1 and Concept of Number No. 3.

We especially thank boys and girls,

families and educational team of the kindergarten
Los Boldos, Southeastern Metropolitan Region.

For more information about this material and others, please contact:

Integrated Documentation Center

[Link]

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 Creation of a folder
National Directorate of Education

Review and design car

and video production
Department of Affairs
Institutional and Communications

Financed by the Subsecretariat

of Early Childhood Education from
Ministry of Education.