Estrategias didácticas Montessori para el desarrollo del pensamiento lógico matemático en niños de 3 a 4 años de la Unidad Educativa “Luis Roberto Bravo”

Abstract

Didactic strategies have a fundamental role during teaching practice, they are characterized by having activities, methods and techniques that facilitate the teaching and learning process. In the Initial Education curriculum (2014) it is based that, in order to achieve meaningful learning, experiences built by the teacher's abilities must be promoted, being responsible for creating and

applying these strategies to reach children's learning. In the same way, the teacher must keep in mind the concept of Celi., et al (2021) for the development of mathematical logical thinking, since it states that this is acquired through the manipulation of objects, previous experiences and experimentation, starting from the simplest until you get to the most complex. In order to generate a reflective analysis that allows acquiring significant learning. From this, this investigative project seeks to transform the didactic strategies applied by the teacher, with children from 3 to 4 years old, from the Educational Unit "Luis Roberto Bravo". For this, Montessori pedagogy is proposed as the basis for designing a pedagogical primer that contains didactic strategies, together with its resources, principles, pedagogical orientations and the different areas of it. Bonilla (2020) states that this pedagogy allows the child to build their own learning by recognizing the error. Additionally, the specific objectives are written around the object of study and the case study methodology. It arises from the socio-critical paradigm, being an applied research with a qualitative approach. Also, the information units are described based on the selection and exclusion criteria. Then the operationalization of the study category is developed, different techniques and instruments are used to collect the necessary information. Once the piloting of the proposal applied by the teacher is finished, it is concluded that the use of innovative didactic strategies gives way to providing innovative classes, awakening curiosity, concentration and interest in children, in the same way, by allowing freedom and error control for the child, the teacher has greater control of the group, promoting significant learning in the development of mathematical logical thinking.