RT Journal Article
T1 Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains
A1 Salgado Somoza, María
A1 Berciano, Ainhoa
A1 Abad-Villaverde, Beatriz
K1 Mathematical argumentation
K1 Reasoning and proof
K1 STEAM activities
K1 Early childhood education
AB In the last decades, the importance of argumentation as a human competence in general and its close relationship with mathematical comprehension in particular has been highlighted. Thus, in this paper we focus our interest on analyzing the argumentation skills shown by three-year-old children in a STEAM classroom experience. For this purpose, a qualitative study was carried out. For data collection, a STEAM task has been designed in which mathematics and science are worked together from the study of the physical properties of water. Specifically, what color and taste of water has by means of two experiments and, subsequently, photos and video-recordings have been collected during the implementation carried out in a classroom with 20 children of three-year-old. All data collect have subsequently been transcribed and categorized. The results indicate that the children, during the experiments done, mainly use arguments based on mathematical language, numerical figures, or make use of words or spelling, although with considerable imprecision in the type of language used. In addition, the experiments carried out have allowed a high percentage of children to change their previous ideas and have a more comprehensive approach to the concepts introduced, highlighting the importance of working on argumentation in early childhood education through contexts, in this case STEAM, which encourage reasoning and proof
PB Modestum
SN 1305-8215
YR 2024
FD 2024
LK https://hdl.handle.net/10347/39974
UL https://hdl.handle.net/10347/39974
LA eng
NO Salgado, M., Berciano, A., & Abad-Villaverde, B. (2024). Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2402. https://doi.org/10.29333/ejmste/14187
NO This study was partially supported by Research Project  PID2021-122326OB-I00 and by Research Group GIU21/031 of the  University of the Basque Country (UPV/EHU)
DS Minerva
RD 28 abr 2026