The design has been implemented with a sample of 21 four-year-old students applying twenty-first-century competencies (collaboration, creativity, critical thinking, and communication) to learn the curricula related to the development of lexical relations. From a future perspective, in the training of future teachers, it is considered relevant to incorporate didactic-mathematical and computational knowledge that allows them to develop logical, spatial and computational thinking.Īn applied research proposal for integrated learning based on the use of educational robotics has been proposed. These shortcomings significantly influence the didactic suitability of the robotics problems they design. The results indicate that future teachers present characteristics of didactic-mathematical knowledge when solving and designing robotics problems, although errors and ambiguities are evident, especially in the procedures and representations of the programming. Secondly, we analyzed their justifications for reflecting on the design of robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spanish university) were identified when they solved problems as users of the Blue-Bot didactic robot. This research aims to characterize future kindergarten teachers' traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems.
The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education.
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