Estrategias cognitivas para el desarrollo de nociones matemáticas en los niños de 3 a 4 años, del Centro de Desarrollo Infantil No. 5 del GAD Municipal Riobamba, Sector San Antonio del Aeropuerto, Cantón Riobamba, Provincia de Chimborazo. Año lectivo 2014-2015
This research work was carried out in order to determine the influence of cognitive strategies in the development of mathematical notions and to know the level of cognitive development of these, with children from three to four years old of Pre-Kindergarten level II at Child Development Center No 5...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | bachelorThesis |
| اللغة: | spa |
| منشور في: |
2016
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://dspace.unach.edu.ec/handle/51000/2020 |
| الوسوم: |
إضافة وسم
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إضافة وسم | الملخص: | This research work was carried out in order to determine the influence of cognitive strategies in the development of mathematical notions and to know the level of cognitive development of these, with children from three to four years old of Pre-Kindergarten level II at Child Development Center No 5 GAD Municipal Riobamba. The research design is not experimental, because the information was obtained in a natural process, the approach was qualitative and at the same time quantitative, descriptive and field. The technique used was the observation by the instrument that is the observation guide, the level of research is explanatory because it shows the relationship between variables and analytical because it allows inquiring into the cause of the problem proposed. The information was processed using Excel software, through statistical tables and graphs, concluding that cognitive strategies influence the development of mathematical notions also is evidence that the process of their development is in a middle level, because the cognitive strategies used are not according to chronological age that the infants are; it is difficult for them to establish the relationship quantity-number, form series and do classifications with different objects, they do not narrate sequences, few notions of time they know, all due to the low stimulation, motivation and application of cognitive strategies. From this perspective we recommend to teachers to apply appropriated cognitive strategies according to the chronological age that favors the development of mathematical notions. |
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