Contribuciones a la matem?tica infantil mediante la pedagog?a Montessori en ni?os y ni?as de 4 a 5 a?os de la Escuela Luis Cordero Crespo.
- Format
- BachelorThesis
- Status
- publishedVersion
- Description
El presente trabajo de integraci?n contribuy? a la matem?tica infantil a trav?s de la pedagog?a de Montessori, por medio de un an?lisis de varios textos acad?micos que permitieron profundizar acerca de estrategias para elaborar una propuesta que favorezca el aprendizaje de los alumnos. Durante las pr?cticas se pudo observar distintas dificultades relacionadas con la comparaci?n, la clasificaci?n, la seriaci?n, la correspondencia uno a uno, el conteo verbal, estructurado, resultante y el conocimiento general de los n?meros. Se remarca que la mayor cantidad de los/las estudiantes presentan la misma dificultad en las formas de contar, pues es una falencia que se ha visto en la mayor?a de los infantes del subnivel 2 de la escuela Luis Cordero Crespo. Por lo tanto, se plante? el objetivo de contribuir a la Matem?tica infantil mediante una cartilla did?ctica elaborada con base en los principios de Mar?a Montessori. En efecto, se aplic? la investigaci?n acci?n como metodolog?a, puesto que aport? con fases tomadas de Latorre que sirvieron de gu?a para estructurar el proyecto. Se utiliz? un paradigma socio cr?tico para transformar la realidad educativa. Se trabaj? con un enfoque cualitativo, el cual, se apoy? con datos cuantitativos que fortalecieron los resultados de la investigaci?n. Posteriormente, se resalt? los siguientes autores Vara, Oquendo, Giganti y Limas, et al., quienes en sus investigaciones trabajaron aspectos relevantes de la matem?tica infantil. De la misma manera, se destaca a van Luit, et al., los cuales dan a conocer el test de evaluaci?n de la matem?tica temprana (TEMT) con la finalidad de evaluar el desempe?o matem?tico en grupos de 4 a 7 a?os. Luego del transcurso investigativo, se aport? diversas actividades para el fortalecimiento de las competencias matem?ticas. La propuesta implementada contribuy? a la matem?tica infantil, dado que se estimularon diversos componentes en los que los ni?os y las ni?as ten?an inconvenientes. A su vez, estos fueron trabajados con la metodolog?a de Montessori que busca el desarrollo adecuado de los estudiantes por medio del juego. Se concluy? que la matem?tica infantil debe ser trabajada de forma adecuada desde peque?os, ya que es parte del proceso educativo y desarrollo personal.
This integration work contributed to children's mathematics through Montessori pedagogy, through an analysis of various academic texts that allowed the deepening of strategies to develop a proposal that favors student learning. During the practices it was possible to observe different difficulties related to comparison, classification, seriation, one-to-one correspondence, verbal, structured, resulting in counting and general knowledge of numbers. It is noted that the largest number of students present the same difficulty in the ways of counting since it is a flaw that has been seen in most of the infants of sublevel 2 of the Luis Cordero Crespo school. Therefore, the objective of contributing to children's Mathematics was raised through a didactic booklet elaborated based on the principles of Mar?a Montessori. Indeed, action research was applied as a methodology, since it contributed with phases taken from Latorre that served as a guide to structure the project. A socio-critical paradigm was used to transform the educational reality. We worked with a qualitative approach, which was supported by quantitative data that strengthened the results of the investigation. Subsequently, the following authors, Vara, Oquendo, Giganti, and Limas, et al., who worked on relevant aspects of children's mathematics in their research, were highlighted. In the same way, van Luit, et al. stands out, who present the early mathematics assessment test (TEMT) to evaluate mathematical performance in groups of 4 to 7 years. After the investigative course, various activities were provided to strengthen mathematical skills. The implemented proposal contributed to children's mathematics since various components in which boys and girls had problems were stimulated. In turn, these were worked with the Montessori methodology that seeks the proper development of students through play. It was concluded that children's mathematics must be adequately worked on from an early age since it is part of the educational process and personal development.
Azogues
- Publication Year
- 2022
- Language
- Topic
- Innovaci?n pedag?gica
L?gica matem?tica
Educaci?n infantil
M?todo de ense?anza
Pedagogical innovation
Mathematical logic
Early childhood education
Teaching method
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/56000/2742
- Rights
- openAccess
- License