Estimulación Cognitiva para mejorar el razonamiento matemático en estudiantes de cuarto grado de la escuela de educación básica Miguel Riofrío , período 2022-2023
For the present titulation work, the objective was to implement cognitive stimulation exercises to improve mathematical reasoning in fourth grade students of the Miguel Riofrío elementary school, 2022-2023. Study with a quantitative approach, descriptive and cross-sectional, pre-experimental design,...
Kaydedildi:
| Yazar: | |
|---|---|
| Materyal Türü: | bachelorThesis |
| Dil: | spa |
| Baskı/Yayın Bilgisi: |
2023
|
| Konular: | |
| Online Erişim: | https://dspace.unl.edu.ec/jspui/handle/123456789/27059 |
| Etiketler: |
Etiketle
Etiket eklenmemiş, İlk siz ekleyin!
|
Etiketle | Özet: | For the present titulation work, the objective was to implement cognitive stimulation exercises to improve mathematical reasoning in fourth grade students of the Miguel Riofrío elementary school, 2022-2023. Study with a quantitative approach, descriptive and cross-sectional, pre-experimental design, with the scientific method; A survey was applied to teachers, the Beton and Luria mathematical knowledge test was applied to seven students. The results of the survey, 50% of teachers have knowledge about cognitive stimulation; while 50% know about cognitive stimulation exercises; likewise, 70% say that cognitive stimulation does not develop mathematical reasoning; 100% of teachers have at least once used these techniques but not as cognitive stimulation exercises; Regarding the degree of mathematical reasoning of the students, (pretest), 86% in the data dimensions of the problem reach the average level; in questions of the problem, 71% are at a high level; in the orientation dimension of the problem, 100% are at a low level; After the psycho-pedagogical intervention (post - test) in data of the problem and in questions of the problem, 100% are located at a high level and in orientation of the problem, 43% of the sample are at a high level and the other 43% are located at medium level. It is concluded that half of the teachers have knowledge about cognitive stimulation and stimulation exercises, the majority state that cognitive stimulation does not allow the development of mathematical reasoning, however, all teachers have used these techniques at some point, not as cognitive stimulation exercises; Regarding mathematical reasoning (pre-test) results are low, the students did not reach the required score for their age and level of education, after the psycho-pedagogical intervention (post-test) based on cognitive stimulation exercises, they reach the ideal score of 40, improving mathematical reasoning. Keywords: Cognitive stimulation, neuroplasticity, neurogenesis, mathematical reasoning. |
|---|