Prácticas de enseñanza de relaciones lógico-matemáticas en educación inicial en El Jardín de Infantes Pepe & Mary de la ciudad de Quito
Worrying about the practice of teaching is the cause for teachers keep us in a constant learning process, this is achieved by examining our work responsibly in order to build the necessary experience to be successful in teaching to our students. This research is a case study of the practice of teach...
| Autor Principal: | Vásconez Paredes, Verónica Catalina |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/11688 |
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| Sumario: |
Worrying about the practice of teaching is the cause for teachers keep us in a constant learning process, this is achieved by examining our work responsibly in order to build the necessary experience to be successful in teaching to our students. This research is a case study of the practice of teaching mathematical logic in early education, aiming to describe strategies, methodologies, didactic, experiences and techniques performed by the teacher. Knowing that children establish their first mathematical relationships through people, objects and the environment surrounding it, I intend to investigate how the practice of teaching mathematical logic in early childhood education develop? This research was developed from a qualitative approach, using the ethnographic method and using the techniques of observation, information, including in the field diary, record of observation and interview is collected semi - structured. This work was carried out in the Kindergarten "Pepe & Mary" in the city of Quito, assisting in the months of April, May and June of 2015, weekly classes of mathematical logic, information obtained allowed me to analyze what that happens in the classroom in relation to the curriculum of early education and the results are focused to planning, methodological structure, work organization, teacher student interaction in the activities, tasks and assessment strategies for teaching. |
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