Las dificultades de las matemáticas. Inclusión educativa, neuroeducación y neurodidáctica.
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2022-11-14
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(ES) El presente trabajo tiene como objetivo explicar la importancia de las matemáticas enlaetapa de educación infantil y exponer cuáles son las distintas dificultades que nuestro alumnadopuede presentar en esta ciencia. Se ha llevado a cabo una investigación acerca de cinco
importantes dimensiones sobre las que se ha recogido información a través de un cuestionario(escala Likert), contestado por alumnos y alumnas de 3º y 4º curso de los grados de infantil yprimaria. Estas respuestas nos han permitido conocer el grado de conocimiento que poseenestosalumnos como futuros profesionales sobre las matemáticas, las dificultades de las matemáticas, lainclusión educativa, la neuroeducación y la neurodidáctica. Para concluir, se ha realizado una síntesis y reflexión personal acerca de los datos
obtenidos. También se han presentado una serie de prospectivas que yo, como futura docenteal
igual que ellos, desearía que se llevasen a cabo en nuestra formación.
(EN) The present work aims to explain the importance of mathematics in the stage of early childhoodeducation and expose what are the different difficulties that our students can present in this science. An investigationhas been carried out into five important dimensions on which information has been collectedt hrough a questionnaire (Likert scale), answered by students of 3rd and 4th year of the grades of infant and primary. These answershave allowed us to know the degree of knowledge that these students have as future professionals about mathematics, the difficulties of mathematics, educational inclusion, neuroeducationand neurodidactics. To conclude, a synthesis and personal reflection has been made about the data obtained. A series of prospects have also been presented that I, as a future teacher like them, wouldliket o see carried out in our training.
(EN) The present work aims to explain the importance of mathematics in the stage of early childhoodeducation and expose what are the different difficulties that our students can present in this science. An investigationhas been carried out into five important dimensions on which information has been collectedt hrough a questionnaire (Likert scale), answered by students of 3rd and 4th year of the grades of infant and primary. These answershave allowed us to know the degree of knowledge that these students have as future professionals about mathematics, the difficulties of mathematics, educational inclusion, neuroeducationand neurodidactics. To conclude, a synthesis and personal reflection has been made about the data obtained. A series of prospects have also been presented that I, as a future teacher like them, wouldliket o see carried out in our training.