JClic y relaciones lógico matemáticas en los niños de nivel inicial II de la Escuela de Educación Básica 18 de Noviembre de la ciudad de Loja, periodo 2022- 2023
Logical-mathematical relationships play a key aspect in the formation of children from early childhood, managing to understand the world around them by comparing elements with different characteristics, color recognition, comparison of space-time notions, number-quantity association and count; so th...
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| Format: | bachelorThesis |
| Langue: | spa |
| Publié: |
2023
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| Accès en ligne: | https://dspace.unl.edu.ec/jspui/handle/123456789/26604 |
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Ajouter un tag | Résumé: | Logical-mathematical relationships play a key aspect in the formation of children from early childhood, managing to understand the world around them by comparing elements with different characteristics, color recognition, comparison of space-time notions, number-quantity association and count; so that when it is compromised it will complicate the development of thought, important for the resolution of both school and professional situations. Thus, the objective of this study was to determine how the JClic software strengthens the development of logical-mathematical relationships in children of the early level II of the Basic Education School “18 de Noviembre” in the city of Loja, 2022-2023 period. Which is framed in a quasi-experimental design, with a descriptive scope and a mixed approach, in addition the methods were used: analytical-synthetic and inductive-deductive, which were present throughout the investigation. For the collection of information, the observation technique was used and the Early Mathematics Assessment System (EMAS) was used as an instrument for twenty-six children, achieving that the majority of the sample corresponding to 82% had not developed all the mathematical competences, being located at low levels, because they presented difficulties in differentiating sizes, grouping, comparing objects according to characteristics, confusion when they recognize geometric figures and counting in sequence; however, after executing the activity guide with the use of JClic, the difficulties were reduced to 24%, reaching a 58% improvement in them. Concluding that it is possible to improve logical-mathematical relationships through the JClic software, since it allows the design of multimedia activities, promoting the acquisition of basic mathematical contents in an interactive way, since using games helps to develop skills such as attention, memory, and mental agility, favouring finding solutions and reasoning. Keywords: Games Interactivity, JClic, logical mathematics, Initial Educatión, problem solving |
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