Enfoque metodológico constructivista en el desarrollo de la didáctica del pensamiento lógico matemático
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Archivos
Fecha
2021
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El siguiente proyecto de investigación se centra en el núcleo del pensamiento matemático, en
la apropiación de las habilidades fundamentales de este aprendizaje desde lo observado en el
nivel NT2 B de la Escuela de Párvulos “LLamito Blanco”.
Desde los diferentes enfoques educativos estudiados, podemos mencionar que las
estrategias educativas que se desarrollan en el aula por los Equipos de Aula son trascendentales
para la adquisición de habilidades, contenidos y actitudes matemáticas, poniendo al centro el
niño/niña como protagonista de su aprendizaje, donde la relación que se establece entre la
educadora y los párvulos es el motor de todo este proceso asegurando un aprendizaje significativo
por parte del grupo de niños y niñas.
Es responsabilidad del docente diseñar experiencias educativas en un ambiente propicio
para el aprendizaje que potencie las características individuales y grupales del nivel,
identificando diversas teorías existentes para el desarrollo del pensamiento matemático de las
cuales resaltamos: el rol mediador, la experiencia de aprendizaje mediado y el aprendizaje
realista.
The following research project focuses on the core of mathematical thinking, on the appropriation of the fundamental skills of this learning from what is observed in the NT2 B level of the “LLamito Blanco” Nursery School. From the different educational approaches studied, we can mention that the educational strategies that are developed in the classroom by the Classroom Teams are transcendental for the acquisition of mathematical skills, content and attitudes, placing the child as the protagonist of their learning at the center, where the relationship established between the educator and the toddlers is the engine of this entire process, ensuring significant learning by the group of boys and girls. It is the teacher's responsibility to design educational experiences in an environment conducive to learning that enhances the individual and group characteristics of the level, identifying various existing theories for the development of mathematical thinking, of which we highlight: the mediating role, the mediated learning experience and the realistic learning.
The following research project focuses on the core of mathematical thinking, on the appropriation of the fundamental skills of this learning from what is observed in the NT2 B level of the “LLamito Blanco” Nursery School. From the different educational approaches studied, we can mention that the educational strategies that are developed in the classroom by the Classroom Teams are transcendental for the acquisition of mathematical skills, content and attitudes, placing the child as the protagonist of their learning at the center, where the relationship established between the educator and the toddlers is the engine of this entire process, ensuring significant learning by the group of boys and girls. It is the teacher's responsibility to design educational experiences in an environment conducive to learning that enhances the individual and group characteristics of the level, identifying various existing theories for the development of mathematical thinking, of which we highlight: the mediating role, the mediated learning experience and the realistic learning.
Notas
Tesis (Magíster en Educación Inicial Mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Lógica Matemática, Estrategias de Enseñanza, Métodos de Enseñanza, Enseñanza Preescolar