Analysis of an SRP-TE on Logical Knowledge in the Initial Mathematical-Didactic Training of Teachers
摘要
In this paper, we address a mathematical-didactic problem in early childhood teacher education, concerning the teaching of logical knowledge. As an answer to this problem, we have analysed a study and research path for teacher education (SRP-TE). It aims at provoking prospective teachers into looking for answers to the professional questions about what logical knowledge is and how to provide a meaning to its teaching in early childhood education.