Estrategias constructivistas para el aprendizaje de las relaciones lógico-matemáticas en primer año de Educación General Básica

Abstract

The literature review shows the importance of the use of constructivist strategies for the teaching and learning of logical-mathematical relationships in kindergarten. In theory this study stands for the didactics of Mathematics and is contextualized by the Ecuadorian Curriculum Updating and Strengthening Program (2010). The observation and experience of the professional practice highlight the teaching of logical-mathematical relationships in a mechanical way as a trend in this educational level. Teaching portrays a focus on the content without using constructivist strategies. The mathematical knowledge is already difficult for children. Indeed, the aforementioned practices generate students´ low level of participation, interest and leadership. The specific research objectives are: to comprehend how to teach the logical-mathematical relationships from a constructivist approach, to analyze how the National Curriculum Updating and Strengthening Program for first grade of elementary school sees the teaching and learning of logical-mathematical relationships, and to select the constructivist methodological strategies to improve the teaching-learning of these relationships. The research answers the following questions: ¿why is it important to teach the logical-mathematical relationships from a constructivist approach? What constructivist strategies allow to improve the teaching and learning of logical-mathematical relationships for first grade children? In order to accomplish the research objectives and questions, we worked in a methodological manner with bibliographic research.

The study demonstrates the importance of applying the constructivist approach to teach logical- mathematical relationships to kindergarten children and the advantages of using constructivist strategies.