El conteo numérico en el Ámbito Relaciones lógico matemáticas en los niños de 3 y 4 años del Centro de Educación Inicial Ciudad de Cuenca

Abstract

The project entitled "Numerical counting in the field of mathematical logical relations in children of 3 and 4 years of the Center for Initial Education City of Cuenca" was carried out for 10 weeks. During the pre-professional practice, it was evidenced that the infants lacked some knowledge in the execution of activities oriented to numerical counting. For this reason, it is intended to strengthen numerical counting in the field of logical-mathematical relations, through a didactic booklet based on Montessori pedagogy. On the other hand, certain concepts based on authors were investigated, such as Castro and Castro who support the numerical count in Initial Education, as well as Bojorque and Heredia who disclose its components. For their part, Hernández and Pérez make known the principles supported by Gelman and Gallistel, among other authors that allowed the investigation to be confirmed. Likewise, we worked with the socio-critical paradigm under a qualitative approach and the case study was used as a methodology. Subsequently, through the execution of categories and subcategories related to numerical counting, various techniques such as participant observation and the structured guide were used. In the same way, instruments such as the interview with the teacher, the interview with the representatives, the checklist and the field diaries were applied to analyze the information. Obtaining thus, the diagnosis of children who present difficulties in numerical counting and its components. Appearing from these inconveniences the design of the educational intervention proposal: The wonderful world of numbers, which includes various activities related to numbers and mathematical logic displayed on a web page. When applying part of the proposal, as results it was obtained that the children reinforced the contents of the numerical counting and learned from the Montessori pedagogy. Finally, the research contributed to the infants of Initial 3B acquiring numerical concepts and learning in different ways.