“NÚMERO NATURAL EN SU ASPECTO ORDINAL EN EL ALUMNADO DE 5 AÑOS”
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2022-12-21
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(ES) En Educación Infantil, desde el primer ciclo, se enseñan los números cardinales a los alumnos, pero
no se les presta la misma importancia a los números ordinales, por ello, el presente trabajo, va
dirigido al desarrollo del número natural en su aspecto ordinal. Para el estudio del número ordinal,
he analizado distintas actividades sobre este conocimiento matemático, estas han sido extraídas de
un libro de matemáticas de Educación Infantil, dirigido al alumnado de segundo ciclo. También he
diseñado una propuesta didáctica que consta de tres actividades, con el fin de poner en movilidad el
número ordinal en el alumnado de 5 años. A parte de la propuesta didáctica, se explica cómo
fomentar el aprendizaje constructivista en el aula, basándose en el aprendizaje por adaptación al
medio y aparecen explicaciones sobre La Teoría de las Situaciones Didácticas de Brousseau y sobre
la dimensión epistemológica del número ordinal en sí.
(EN) In Early Childhood Education, from the first cycle, cardinal numbers are taught to students, but the same importance is not given to ordinal numbers, therefore, this work is aimed at the development of the natural number in its ordinal aspect. For the study of the ordinal number, I have analyzed different activities on this mathematical knowledge, these have been extracted from a mathematics book for Early Childhood Education, aimed at second-cycle students. I have also designed a didactic proposal that consists of three activities, in order to put the ordinal number in mobility in 5-year-old students. Apart from the didactic proposal, it is explained how to promote constructivist learning in the classroom, based on learning by adaptation to the environment, and explanations appear on Brousseau's Theory of Didactic Situations and on the epistemological dimension of the ordinal number itself.
(EN) In Early Childhood Education, from the first cycle, cardinal numbers are taught to students, but the same importance is not given to ordinal numbers, therefore, this work is aimed at the development of the natural number in its ordinal aspect. For the study of the ordinal number, I have analyzed different activities on this mathematical knowledge, these have been extracted from a mathematics book for Early Childhood Education, aimed at second-cycle students. I have also designed a didactic proposal that consists of three activities, in order to put the ordinal number in mobility in 5-year-old students. Apart from the didactic proposal, it is explained how to promote constructivist learning in the classroom, based on learning by adaptation to the environment, and explanations appear on Brousseau's Theory of Didactic Situations and on the epistemological dimension of the ordinal number itself.