Estrategias Innovadoras para desarrollar el sentido numérico en los niños y niñas del Centro de Educación Inicial “Ciudad de Cuenca”

Abstract

The present project of training pretended to develop the numerical sense in the boys and girls of 3 to 4 years of the Center of Initial Education "City of Cuenca", by means of innovative strategies with concrete material. After having identified the problem that children 3 to 4 years of age from the 3 "C" parallel of said institution perform the counting mechanically without adopting and identifying the numbers from 1 to 5, for which the question has been posed How to develop the numerical sense in the children from 3 to 4 years old of the parallel 3 "C" of the Center of Initial Education Ciudad de Cuenca in accordance with the approaches of the curricula of Initial Education in force? The objectives that guided the work were to design, apply and evaluate innovative strategies with concrete material to develop the numerical sense, the same ones that allow to develop the skills proposed in the 2014 Early Education Curriculum, to work each one of the six determining aspects (classification, comparison, correspondence, seriation, structured and unstructured counting) for the understanding of the number (Van Luit and Van Rijt, 1997). The focus of this innovation project was of a qualitative nature, it was worked through the action-participant research methodology. The participants were 18 children and 8 girls between 3 and 4 years old from the parallel 3 "C" of the Center of Early Education Ciudad de Cuenca. The instruments for the collection of information were the participant observation, the diagnostic test performed on the children, interview with three teachers of Early Education sub-level 1, a guide to observe the application of the activities and the final test. A separate proposal was elaborated in 3 aspects, design, proposal of intervention and evaluation, was applied to develop the numerical sense in the children from 3 to 4 years old of the parallel 3 "C" of the CEI Ciudad de Cuenca. The results obtained from the activities applied in the course of the innovation project were: the improvement in the development of the numerical sense for understanding the number through the work of each one of the determining aspects. Children have acquired the ability to classify by one as well as by two or more attributes. They also manage to compare different amounts. In terms of sequencing, children are able to perform simple sequences with two attributes but have complications when performing sequences with complex patterns of 3 or more attributes. In the same way children have easily developed the determining aspect of biunivocal correspondence because they relate different objects and quantities easily. For structured counting children continue to use their fingers when counting and in the unstructured counting children do not easily recognize the 5 numbers, only up to 3. Therefore the implementation of the twelve innovative strategies with concrete material to work the determining aspects to develop the numerical sense for the understanding of the number in the children of the Center of Initial Education "Ciudad de Cuenca" parallel 3 "C" of 3 a 4 years, it has allowed to work each determinant aspect of Van Luit and Van de Rijt (1997 for the numerical understanding: classification, comparison, sequence, biunivocal correspondence, structured and unstructured counting, with less and greater complexity, strategies that have been implemented taking Consider the age, tastes and interests of children.