Mathematical knowledge and territory: accompanying articulation processes between Kindergarten and Primary School

Abstract

This paper shares the systematization of the experience developed by the Mathematics Chair corresponding to the Teacher Training in Preschool Education of the Faculty of Human Sciences of the National University of the Center of the Province of Buenos Aires. This was the first Socio-Educational Practice since the approval of the Regulations of such practices in 2023 in this curricular space. Students from the first and fourth years of the course participated, carrying out a proposal for articulation in the area of Mathematics between a kindergarten and a primary school in a peripheral neighborhood of the city of Tandil, identified as a territorial extension point of the university. The practice was developed in 20 meetings, beginning with meetings made up of the management teams of the institutions, the extension secretariats of the faculty and the university. This paper shares the description of the mathematical activities developed in the school classrooms, the kindergarten and the teaching space. The relevance of this experience of the students´ learning is highlighted, who in turn incorporated the specific knowledge of the Mathematics Didactics and its interaction with that knowledge of the classrooms that constitute their future areas of employment.