Prácticas de Enseñanza de Lógica Matemática en Educación Inicial en la Institución Educativa “Victoria” Bilingual Christian Academy de Quito
The present case study, raised in the context of the Unidad de Titulación Especial de la Universidad Politécnica Salesiana, seeks to observe and describe teaching practice in the classroom in the Logical-Mathematical area, in the initial level, in the categories of the curricular structure such as:...
| Autor Principal: | Saltos Luna, Vanessa 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/123456789/11268 |
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| Sumario: |
The present case study, raised in the context of the Unidad de Titulación Especial de la Universidad Politécnica Salesiana, seeks to observe and describe teaching practice in the classroom in the Logical-Mathematical area, in the initial level, in the categories of the curricular structure such as: curriculum planning, implementation of teaching and learning process, organization of work of the learning experience, teacher-student interaction, activities of the learning experience , assessment strategies and type of academic tasks. It was developed in the Bilingual Christian Academy “Victoria” in the Distrito Metropolitano de Quito. This institution is located in the northwest of Quito, offering its services to the community for 20 years.
About the topic “practices pedagogics in Ecuador”, particularly for the initial level, there is no document; there is no analysis of it. Searches have been conducted in thesis and master of the Universidad Politécnica Salesiana and Universidad Particular de Loja. This does not deal exclusively with the theme of pedagogical practices. There is no reference about pedagogical practices in early childhood education.
This study presents principal results, accurate and precise, the same that are organized, based on data from direct observation of clases, collected in the field diary and teacher interviews. For its foundation, it has a theoretical framework that emphasizes the following topics: Teaching practices in Mathematical Logic in early education, analysis results, conclusions and bibliography. |
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