“Estrategias didácticas en el proceso de aprendizaje de las nociones básicas en relación al número-cantidad hasta el 5, en niños/ as de 3 a 4 años”

Abstract

The Curricular Integration Project arises from pre-professional practices at the "Alberto Astudillo Montesinos" Initial Education Center, Initial 1. Certain difficulties were observed in infants in the correspondence between number and quantity, based on the problem identified, the research question was formulated. How to contribute to the development of basic notions in relation to number-quantity up to number 5, in children from 3 to 4 years old? This was answered through the implementation of didactic strategies that contributed to the development and strengthened these notions. For this, data were collected through participant observations, an observation guide, an interview that was applied to the professional teacher in the pre-test and post-test phase. Additionally, it was argued the research from the Curriculum of Initial Education 2014 and the scientific literature of Piaget (1964), Vásquez (2009), Castro (2013), Gervasi (2011) among others, which contributed to the knowledge of the development and learning of the number quantity notion up to 5. In the educational intervention proposal, the Montessorian pedagogical model stands out. Furthermore, research has a mixed focus and its method is action research. Finally, with the contribution and application of the didactic strategies, it was determined that the infants increased their level of learning in terms of the relation of number and quantity, since in the pre-test 10% had acquired the skill and in the post test the 75% managed to relate the number to the quantity up to 5.