Lí thuyết giao tiếp - nhận thức: Tiềm năng ứng dụng trong nghiên cứu tư duy số và thực hành dạy học về số cho trẻ mầm non
Tóm tắt
This article provides an overview of Sfard’s Commognitive Theory and analyzes its potential for investigating and developing numerical thinking in early childhood. From the perspective of this theory, thinking is understood as a form of communication, and numerical thinking is approached as a mathematical discourse that is gradually individualized through language, symbols, actions, and tools. The article emphasizes the central role of “routines” - categorized into three types: deeds, rituals, and explorations - as analytical tools for understanding the development of children’s numerical thinking. Learning is conceptualized as a shift from ritualized to explorative participation, through a process known as de-ritualization. Based on this theoretical framework, the paper proposes pedagogical directions for teaching numbers in pre-school education, focusing on designing meaningful communicative environments that support the individualization of numerical discourses and foster the sustainable development of mathematical thinking tailored to each child.
Tài liệu tham khảo
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