Estrategias didácticas con enfoque intercultural para el desarrollo del ámbito de las relaciones lógico matemáticas en primer grado de educación general básica en la Escuela Municipal del cantón Cayambe
The development of the logical mathematical relations in the preparatory level affects the children 's future learning, since it emphasizes the process, necessary for the analysis of everyday situations. We know that human beings have previous knowledge, it is the role of educational instituti...
| Autor Principal: | Gualavisí Andrango, Doris Janeth |
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| Idioma: | spa |
| Publicado: |
2018
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/15907 |
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| Sumario: |
The development of the logical mathematical relations in the preparatory level affects the children 's future learning, since it emphasizes the process, necessary for the analysis of everyday situations.
We know that human beings have previous knowledge, it is the role of educational institutions, to take advantage of this knowledge to build the new ones that are taught in the initial through the game, the manipulation of material, observation, that is, the construction of new meaningful knowledge .
The present proposal was based on the research realized in the First year of Basic General Education of the Municipal School of the Cayambe parish, identifying the methods used in teaching and learning in the field of Logical Mathematical Relations. The results obtained through the surveys show that 51% of parents guarantee that the teaching of the logical mathematical relations is mechanized, which allowed to identify the problem and this leads us to the creation of playful strategies with a focus intercultural that strengthens the construction of knowledge in teachers and children.
The didactic strategies for the development of the field of Mathematical Logical Relations were realized through the use of the Chakana as well as the creation of stories, songs that allow the children of First year of GBS, to relate Mathematics with activities of their day to day and skill development at the age of five to six years. |
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