Caracterización de la subitización perceptual y conceptual en niños de grado primero, a través de una serie de tareas bajo el enfoque de trayectorias hipotéticas de aprendizaje

Abstract

At present in mathematics education, many research in these area focus in the teaching and learning the mathematics in all level of education, begins in low grades until university grade and post-doctoral. For these research in specific, I postulate the methodology that it is deep into in field of interpretation research, making teaching experiments, the objective of these it is analyze the learning in context, through the Trajectory Hypothetic of Learning perspective, or THA how contribution in development of Mathematics knowledge. The THA it is an instrument or tool to make possible the advance and evaluation the process mathematics linking with numerical senses development, that kids appropriate since childhood, schooling and all theirs lives. Between these first mathematics process, found to deep the Subitizacion, which have been studding for researches Clements and Sarama (2015) with kids in first levels of schooling or childhood. The research of these authors can show five arithmetic trajectories for the development of numeric senses, which restart in the subitizacion trajectory for these research, look into with kids the first grade between six and seven years in schooling of primary school of a public school. In the trajectory hypothetic learning of subtizacion or THAS its characteristic for process mathematic how perpetual or conceptual where observe the development and production mathematic through the sequence of work that have to address.