Composición y descomposición aditiva en Educación Infantil
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2020-05-25
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Jaén: Universidad de Jaén
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El presente trabajo realiza un análisis de las actividades presentadas referentes a la composición y descomposición aditiva desde dos perspectivas; una orientada en el análisis de un libro de texto de Educación Infantil y otra como propuesta didáctica basada en actividades motivadas en el interés de los niños y niñas. El objetivo es favorecer el desarrollo de las estrategias del cálculo matemático y dar importancia a la figura del profesor o profesora en la adquisición de estos conocimientos. Dicha propuesta estará enfocada en un aprendizaje lúdico que interactúa con su medio y favorecerá el desarrollo de estrategias base que darán respuesta a los problemas matemáticos expuestos por el docente.
This work performs an analysis of the activities presented concerning the composition and additive decomposition from two perspectives; one oriented in the analysis of a textbook of Early Childhood Education and another as a teaching proposal based on activities motivated in the interest of children. The objective is to promote the development of mathematical calculation strategies and to give importance to the figure of the teacher in the acquisition of this knowledge. This proposal will focus on a playful learning that interacts with its environment and will promote the development of basic strategies that will respond to the mathematical problems exposed by the teacher.
This work performs an analysis of the activities presented concerning the composition and additive decomposition from two perspectives; one oriented in the analysis of a textbook of Early Childhood Education and another as a teaching proposal based on activities motivated in the interest of children. The objective is to promote the development of mathematical calculation strategies and to give importance to the figure of the teacher in the acquisition of this knowledge. This proposal will focus on a playful learning that interacts with its environment and will promote the development of basic strategies that will respond to the mathematical problems exposed by the teacher.