El currículo de educación infantil: explorando su uso en la formación inicial para enseñar matemáticas

An exploratory study was conducted on the use of the early childhood education curriculum in relation to mathematics teaching. To this end, the Questionnaire on Mathematics Teaching in the Early Childhood Curriculum was administered to 155 pre-service teachers at this level. The main findings show that: a) in general, they prefer an organization by area; they mainly consult on competences, basic knowledge and assessment criteria for the second cycle (3-6 years) and access is neither clear nor transparent; b) regarding mathematics teaching, they primarily consult problem solving together with number and progressively engage in more critical and demanding interpretation. It is concluded that, in pre-service teacher education, it is necessary to promote critical professional knowledge about the curriculum.