GEOMETRY TEACHING IN EARLY EDUCATION: A COGNITIVE PERSPECTIVE

Abstract

Geometry is considered one of the first branches of mathematics to consolidate as an ordered theoretical body. On the other hand, geometry in early childhood education should be intuitive and with logical-mathematical sense. This research aims to generate a theoretical-practical vision on the didactics of geometry in early childhood education. For the theoretical approach, Piaget's Evolutionary Theory, Vigotsky's Social Constructivism, and Urie Bronfenbrenner's ecological theory of human development, among others, were assumed. The methodological approach is qualitative, with an interpretive method, under content analysis. The key informants of this study will be four teachers chosen taking into account their professional training and academic levels experiences of early childhood education. As a technique for collecting information, the in-depth interview will be used. It is expected to reveal theoretical constructions that improve the teaching of geometry in early childhood education.