https://hdl.handle.net/2072/452961 2026-04-06T16:30:15Z https://hdl.handle.net/10256/28393 Integrando el álgebra temprana en Educación Infantil y Primaria: propuestas didácticas a partir de álbumes ilustrados Pincheira, Nataly; López Serentill, Paula El objetivo de este estudio es ofrecer propuestas didácticas para integrar el álgebra temprana en Educación Infantil y Primaria a partir de los álbumes ilustrados. Para ello, primero se abordan las líneas de conocimiento centrales que permiten organizar y comprender la enseñanza del álgebra en los primeros niveles de escolarización; y, posteriormente, se presentan una serie de propuestas didácticas a partir de la selección de seis álbumes ilustrados para abordar la enseñanza del álgebra temprana desde los 3 a los 12 años. Se concluye que el diseño e implementación de propuestas didácticas a través del uso de álbumes ilustrados contribuye al desarrollo del pensamiento algebraico en las aulas de Educación Infantil y Primaria; The objective of this article is to offer didactic proposals for integrating early algebra in Early Childhood Education and Primary Education based on pictures books. To this end, we first address the central lines of knowledge that allow us to organize and understand the teaching of algebra at the first levels of schooling; and subsequently, we present a series of didactic proposals based on the selection of six pictures books to address the teaching of early algebra from 3 to 12 years old. It is concluded that the design and implementation of didactic proposals through the use of pictures books contribute to the development of algebraic thinking in Early Childhood Education and Primary Education classrooms; L'objectiu d'aquest estudi és oferir propostes didàctiques per a integrar l'àlgebra primerenca en Educació Infantil i Primària a partir dels àlbums il·lustrats. Per això, primer s'aborda les línies de coneixement centrals que permeten organitzar i comprendre l'ensenyament de l'àlgebra en els primers nivells d'escolarització; i, posteriorment, es presenten una sèrie de propostes didàctiques a partir de la selecció de sis àlbums il·lustrats per abordar l'ensenyament de l'àlgebra primerenca des dels 3 als 12 anys. Conclou que el disseny i la implementació de propostes didàctiques a través de l'ús d'àlbums il·lustrats contribueixen al desenvolupament del pensament algebraic a les aules d'Educació Infantil i Primària.; 4 2025-12-22T00:00:00Z https://hdl.handle.net/10256/28395 Un modelo de formación del profesorado de educación secundaria para la sostenibilidad Collazo Expósito, Leslie Mahe; Geli de Ciurana, Anna Maria This article exposes the research process carried out to design a training model for sustainability, within the framework of the Master's Degree in High School Teacher's Training. The goals were focused on determining the theoretical approaches, the priority contents and the most effective and appropriate teaching methodologies to incorporate sustainability into the Master's subjects. We start from the sociocritical paradigm and collect information from three sources: the opinion of expert professors through semi-structured interviews, a survey of students about their knowledge and a case study of Shumacher College, through various data collection techniques. As a result, we present the Training Model for Transformative Action towards Sustainability (MFATS) that offers guidance for the design of the subjects.; Este artículo expone el proceso de investigación realizado para diseñar un modelo de formación para la sostenibilidad, en el marco del máster de Formación del Profesorado de Educación Secundaria. Los objetivos se centran en determinar los enfoques teóricos, los contenidos prioritarios y las metodologías docentes más eficaces y adecuadas para incorporar la sostenibilidad a las asignaturas del máster. Partimos del paradigma sociocrítico y recabamos información de tres fuentes: la opinión de profesores expertos mediante entrevistas semiestructuradas, una encuesta a los estudiantes sobre sus conocimientos y un estudio de caso del Schumacher College, mediante diversas técnicas de recogida de datos. Como resultado, presentamos el Modelo de Formación para la Acción Transformadora hacia la Sostenibilidad (MFATS) que ofrece orientación para el diseño de las asignaturas; 4; 13 2022-03-03T00:00:00Z https://hdl.handle.net/10256/28336 Teacher education for sustainable development: catalysing change across the professional landscapes in Europe Mulà Pons de Vall, Ingrid; Tilbury, Daniella Teacher education has been identified as one of the most significant pathways for innovating our educational systems and enabling social transition towards sustainability. This paper presents the findings of an expert-led narrative review commissoned to inform European policy and decision-making frameworks in support of sustainability in teacher education. It adopts a connected view of teacher educaton identifying eight catalytic entry points from which actions are shown to have a ripple change effect across teacher education system. These include embedding Learning for Sustainability (LfS) as a national and regional policy commitment; integrating LfS into teachers’ professional standards; certifying teachers’ LfS competences through micro-credentials; investing in collaborative inquiries and peer learning for new and experienced educators; framing LfS as educational innovation; developing teacher education resources; and, providing opportunities for futures and new technologies education with a focus on sustainability. A selection of case studies illustrates how these entry points can inform policy decisions, while the paper explores research implications, highlighting the need for mechanisms such as self-evaluation, recognition awards, flexible certifications and participatory research to support teachers in integrating LfS into their practices. This study also acknowledges the complexities of translating policy into practice and the variability of outcomes depending on context; This research was supported by PPMI Ltd. under Grant Number 2022-06-EENEE2, and by the Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) under Grant Number SGR 2021 00767; 11 https://hdl.handle.net/10256/28273 Pattern recognition and generalization in 4-year-olds: The impact of task contexts and teaching resources on the development of algebraic thinking Acosta Inchaustegui, Yeni; Alsina, Àngel; Ayala-Altamirano, Cristina; Rodrigues-Silva, Jefferson This study analyzes pattern recognition in 4-year-olds by examining how they understand repeating patterns and initiate generalization in tasks with different teaching resources, with the aim of identifying the most effective resources for fostering early algebraic thinking. A teaching itinerary was designed and implemented with 24 children over one school term. This itinerary is based on an explicit pedagogical approach that promotes generalization. It starts with tasks from real-life situations, manipulatives, and games, and progresses to tasks using graphic resources, considering progressive abstraction: from informal to intermediate and formal contexts. Data were collected through systematic observation of the children’s actions, verbalizations and graphical productions. Performance was assessed by analyzing the children’s in-situ strategies and responses, and indicators of generalization were identified when children anticipated or transferred structural regularities across different representations. The teaching intervention emphasized both open and structured questioning to promote explanation, justification and progressive generalization. The results show that children perform better with informal resources than with intermediate and formal resources. In addition, 25 % of the participants show signs of generalization when translating patterns with different elements. We conclude, on the one hand, that the approach used is a powerful tool to promote, assess and describe generalization at early ages; and, on the other hand, that it provides a well-founded pedagogical framework for rethinking how the teaching of patterns is conceptualized, structured and implemented in early childhood, emphasizing the use of resources that support tangible, concrete and visual manipulation of structures; This work was supported by the Ministry of Education, Culture and Sports of Spain under the Grant for University Teacher Training (FPU16-01856) and the Department of Specific Didactics of the Faculty of Education and Psychology at the University of Girona. Open Access funding provided thanks to the CRUE-CSIC agreement with Elsevier; 4 2026-06-01T00:00:00Z