Prácticas de enseñanza de relaciones lógico – matemáticas en educación inicial I en la Escuela de Educación Básica Alexander Fersman
At present, different teaching practices logical relationships - Mathematics in Early Childhood Education School I in Basic Education Alexander Fersman, seek to contribute to the reflection of the teaching of content is proposed in the current Ecuadorian early education curriculum including 20...
| Autor Principal: | Zurita Santamaría, Johanna Elizabeth |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/12154 |
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| Sumario: |
At present, different teaching practices logical relationships - Mathematics in Early
Childhood Education School I in Basic Education Alexander Fersman, seek to
contribute to the reflection of the teaching of content is proposed in the current
Ecuadorian early education curriculum including 2014 ways to incorporate this
knowledge in various forms of planning, emphasizing the identification of knowledge
of children, also to revalue the work of the teachers within the school and ensure that
children reach a correct learning.
This case study was performed using a qualitative research through observation of
teaching practices in the field of logical relationships - mathematics in the School of
Basic Education Alexander Fersman ,with the participation of children 3-4 years (
Initial I ) . As a result it was found that teaching practices are essential because they
help children to develop various related pre -mathematical knowledge and countless
skills that will be the key to their future social and cognitive development. These
teaching practices also confirmed the importance of the educational process is a set of
knowledge, actions, etc to be made based on scientific aspects for successful
implementation within the school environment |
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