Uña Taptana como material didáctico aplicado al conteo y relación número cantidad en niños de 4 a 5 años.

Abstract

The work proposes a system of activities with the use of the Uña Taptana to diversify the didactic material directed to the learning of counting and the number-quantity relationship up to 10. The research topic arises from the diagnostic process carried out in the initial 2 B of the Maria Montessori Early Education Center, where the scarce use of material for learning numbers was observed. In the diagnostic phase, information was obtained through participant observation and interviews using their instruments. Due to the nature of the study, the starting point was a sociocritical paradigm, the type of approach is qualitative, applying the 3 steps of the case study. Based on these results, 10 activities were designed using the Uña Taptana and its elements inspired by the Agazzian pedagogy; the activities were evaluated by means of a pilot test with the implementation of 40%. The use of this didactic material provoked interest, curiosity and amazement in the children because it was new, and they also acquired the achievement indicators established for each activity, generating a different learning process through manipulation, concluding that the proposal can be fully implemented.