Teaching mathematics with a humanistic approach: The preschool environment
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Keywords
Educational ethics, Learning modalities, Diferential planning, Fuzzy sets, Complexity
Abstract
By choosing teaching as a profession, we enter an unknown and dynamic dimension. The questions that arise in the exercise of teaching mathematics go far beyond the list that we can make from our previous contact with our teachers. During years of study, we have met dozens of teachers who have tried with the best intentions to provide us with knowledge for the future. We have not always taken advantage of it, and we have not always accepted their way of presenting them. Between frustration and satisfaction, we have transformed what was future into present. Today it is our turn to take the educational role. Inspired by ethical principles and equipped with the necessary knowledge, we can make the math lesson a successful experience to our students. The text below provides a glimpse into the possibilities of providing a meaningful, enjoyable, and interesting connection to the youngest learners we encounter in the education system: the preschool students.
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Tamar Apel Campo, CimeH-Research Center for Mathematics with a Humanistic Approach, Binyamin, Israel
CimeH-Research Center for Mathematics with a Humanist Approach, Biniamina, Israel Tamar Apel Campo is a Professor of Physics and Mathematics, Teacher Trainer, University Professor, Independent Researcher, Director of the Research Center for the Teaching of Mathematics with a Humanist Approach, Biniamina, Israel. +972544970769 Doctoral Thesis based on the design of the Tracking Methodology as a research methodology and the Dynamic Interview Let's Talk Mathematics as a data collection technique. Both contributions arose from the search for research mechanisms in harmony with ethical considerations activated during research.