Abstract

The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision- making, problem -solving, data- processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out over two consecutive academic years under an interpretative paradigm with a methodological approach combining Action Research and Grounded Theory. The results obtained allow the characterization of a prototype of a didactic sequence that promotes three types of mathematics connections for the development of connective intelligence in young children: conceptual, giving rise to links between mathematics concepts; teaching, linking mathematics concepts through an active methodology, and practical ones connecting maths with the environment.

Abstract

At the present time the consume of television by the kids is socially considered as a negative factor for the children education. We try to analyze the programming that TV offer through its differents stations, and in certain way, we try verify this fact. We don’t referthat we must teach the use of television as a device, because almost of all the people adquire this skills by means of socialization; It is essential to reflect on what kind of programmes could be considered educational.We outline two steps to follow to use the television in the school for educational proposes: the critical analysis of the messages and to make use of the TV as a tool directly.

Abstract

The purpose of this paper is to discuss the theoretical background of an analysis practice as well as to design such practice for a didactic application aimed at a corpus of television advertisements addressed to the general public. Although the teaching practice to be described is intended to be introduced in an Audio-visual Communication Teaching Program, it could be developed (with necessary adjustments) in other educational levels and contexts. One of the main guiding principles of our educational project is to hire teachers who will be able to acquire critical analysis tools in terms of audio-visual media. Then, it seems necessary to carry out an audio-visual literacy process as the basis of their education as professionals in the field of Audio-visual Communication. Indeed, being able to perfom such analysis is an essential requirement to then incorporate the media into their practice in a critical way.