Enseñanza y aprendizaje de conocimientos lógico-matemáticos en Educación Infantil
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2022-03-23
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En el presente trabajo se expone la importancia del aprendizaje de conocimientos lógico-matemáticos en Educación Infantil, teniendo en cuenta que las matemáticas están presentes en la vida diaria del niño, permitiendo trasladar a la realidad los conceptos que aprenden en el aula. Partimos realizando un análisis sobre el aprendizaje matemático, los modelos de aprendizaje más significativos y un acercamiento a la teoría de las situaciones didácticas. Por otra parte, indagamos sobre el aprendizaje basado en proyectos, conociendo sus orígenes, algunas de las definiciones aportadas por autores, los beneficios que presenta, la importancia de las familias y el papel del docente, así como una breve guía para la planificación de proyectos. Seguidamente, se conectan ambos puntos, exponiendo sus oportunidades y desafíos. Finalmente se esboza un proyecto integrado y se desarrollan en profundidad tres actividades vinculadas al proyecto sobre situaciones de aprendizaje lógico-matemático.
In this work, it is exposed the importance of learning logical-mathematical knowledge in Infant Education, taking into account that mathematics are present in the child's daily life, allowing the concepts they learn in the classroom to be translated into reality. We start with an analysis of mathematical learning, the most significant learning models and an approach to the theory of didactic situations. On the other hand, we inquire about project-based learning, knowing its origins, some of the definitions provided by authors, the benefits it presents, the importance of families and the role of the teacher, as well as a brief guide for project planning. Next, both points are connected, exposing their opportunities and challenges. Finally, an integrated project is outlined and three activities related to the project on logical-mathematical learning situations are developed in depth.
In this work, it is exposed the importance of learning logical-mathematical knowledge in Infant Education, taking into account that mathematics are present in the child's daily life, allowing the concepts they learn in the classroom to be translated into reality. We start with an analysis of mathematical learning, the most significant learning models and an approach to the theory of didactic situations. On the other hand, we inquire about project-based learning, knowing its origins, some of the definitions provided by authors, the benefits it presents, the importance of families and the role of the teacher, as well as a brief guide for project planning. Next, both points are connected, exposing their opportunities and challenges. Finally, an integrated project is outlined and three activities related to the project on logical-mathematical learning situations are developed in depth.