The objective of this study is to describe the training received by early childhood educators in Chilean universities through the review of their curricular design with a focus on the identification of subjects focused on: (i) mathematical knowledge, skills and strategies, (ii) visibility of gender stereotypes and gaps, (iv) visibility of stereotypes and gaps linked to socioeconomic level, and (v) development of knowledge on child development. In this colloquium, the main results of this curricular analysis will be presented, among which the scarce presence of courses that address gender and vulnerability and the presence of school mathematics courses in initial education stand out.

This activity, where Dr. Ludivine Jamain, academic from the Institut de Psychologie, Université Lumière Lyon 2, France, will present her work, will be held on Friday, July 19 from 10:00 to 11:30 am in the Gabriela Mistral Auditorium (located in the Dean's building, San Joaquin Campus), and will have simultaneous translation from French to Spanish. [...]

We are all set for the August MEMAT Research Colloquium:
“Collaborative work in indirect measurement processes: diversity and achievement in prospective teachers' strategies”.
By: Francisco Rojas
MEMAT Research Collaborator

The study seeks to analyze the findings on the group reading of three album books that was carried out with kindergarten children to explore their emotions when learning mathematics.

En esta ocasión, tendremos la presentación de Macarena Angulo, estudiantes de doctorado de MEMAT.

The MEMAT Colloquium in November aims to present the preliminary findings of a study that explores the relationship between mathematical anxiety and mathematical skills in kindergartners from three regions of Chile, considering the role played by the mathematical self-concept of the children and the mathematical anxiety of their main caregivers.