Material didáctico interactivo para mejorar el aprendizaje en iniciación a las operaciones lógico- matemáticas en niños de nivel inicial II de la escuela de educación básica 18 de Noviembre de la ciudad de Loja, periodo 2018 – 2019
The thesis called INTERACTIVE DIDACTIC MATERIAL TO IMPROVE LEARNING IN INITIATION TO LOGICAL-MATHEMATICAL OPERATIONS IN CHILDREN OF INITIAL LEVEL II OF ESCUELA DE EDUCACIÓN BÁSICA 18 DE NOVIEMBRE OF LOJA CITY, PERIOD 2018-2019; it has as a general objective: Determine the impact of the interactive d...
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Format: | bachelorThesis |
Language: | spa |
Published: |
2019
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Subjects: | |
Online Access: | http://dspace.unl.edu.ec/jspui/handle/123456789/22957 |
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Summary: | The thesis called INTERACTIVE DIDACTIC MATERIAL TO IMPROVE LEARNING IN INITIATION TO LOGICAL-MATHEMATICAL OPERATIONS IN CHILDREN OF INITIAL LEVEL II OF ESCUELA DE EDUCACIÓN BÁSICA 18 DE NOVIEMBRE OF LOJA CITY, PERIOD 2018-2019; it has as a general objective: Determine the impact of the interactive didactic material in the acquisition of logical-mathematical operations in children of initial level II. In its development process, the methods were used: descriptive, inductive-deductive, statistical and experimental. For its development were used the follow techniques and instruments: a survey applied to 3 teachers of the initial level of this institution and the Test for the evaluation of the mathematical competence version 0 applied to 23 children of the classroom F of Initial Level II to diagnose the mathematical logical performance in the children and for to register advances when finalizing the alternative proposal. The total of the investigated sample was 26 participants, in the revision of the literature, two variables were analyzed: The interactive didactic material and Mathematical logic notions; the didactic proposal designed and applied was “playing with numbers, figures and notions I’m developing my logical thinking”. It stands out in the results that 78.3% of the children in the initial diagnosis presented ranges of insufficient performance in the three areas evaluated, only the 20.3% were in the average range and in the final diagnostic evaluation, the insufficient range was reduced to 39.3%, increasing the average range to 55.1%. Concluding that the interactive didactic material contributed to the improvement of the learning of logical mathematical notions; it is recommended the planning and testing of new elements that can contribute to the process of teaching learning. |
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