Prácticas de enseñanza de lógica – matemática de inicial II en el Centro de educación Inicial Casa de la Cultura Ecuatoriana
This case study aims to find out how the teaching of the Center for Early Education, continually preparing their classes for their students, observe their different methodologies, techniques, teaching resources, using the time to build new learning. Teaching practices logical-mathematical, wer...
| Autor Principal: | Oquendo Alvarado, Sofía Margot |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2017
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/13202 |
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| Sumario: |
This case study aims to find out how the teaching of the Center for Early Education,
continually preparing their classes for their students, observe their different
methodologies, techniques, teaching resources, using the time to build new learning.
Teaching practices logical-mathematical, were observed at the Initial Level II, to the
respective teacher in charge of a group of children 4 to 5 years old. Thus one could
observe the organization of work and learning activities, assessment strategies, which
are beingn developed.
This case study was conducted from the qualitative approach and using tools such as
teacher observation, field records, field notes, interview where information for the
develop mentjo fjthish study uisp collected.
This work was just at the Center for Early Education "Ecuadorian House of Culture",
attending twice a week, from 7:00 a.m. to 12:00 p.m. for two months corresponded to
May and June 2015 classes of mathematical logic were observed in the initial level,
"Section A", the information obtained allowed to analyze what happens in the
classroom in terms of the development of the education curriculum and the results
obtained by a planning, content, coordination and distribution of work, interaction
between the teacher and the student on the teaching and learning of mathematical logic |
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