Fortalecimiento de la dimensión cognitiva de los niños de transición 6 de la escuela normal superior de Bucaramanga, para la adquisición de las nociones matemáticas de ubicación espacial, mediante el juego Y la música como estrategias lúdico pedagógicas

Abstract

Mathematics is often considered one of the most difficult subjects during school education, the reason for which is explained by the abstract and / or complex nature of its content. This explanation is valid only when the teaching-learning forms become not very didactic, monotonous and boring, thus hindering the process of assimilation and significance of the different mathematical concepts. Taking into account the above, this project raises the need to strengthen the cognitive dimension of transition children 6 from the Higher School of Bucaramanga, for the acquisition of mathematical notions of spatial location, through play and music as pedagogical playful strategies since these are aspects of mathematical competencies that present difficulties within their learning process, evidenced in the apathy and disinterest of children. The proposal has the purpose of implementing educational playful strategies in the learning process of the notions of spatiality, basic competences in the integral development of the child. Process that leads children to discover the importance that they have to be able to function in school, family and social life. It is considered essential that educators become aware of and commit to transforming their pedagogical practices, assuming an entrepreneurial and restless attitude to solve, within the school context, those situations that hinder and hinder the development of basic mathematics competencies and that, therefore, arouse an attitude of apathy and rejection of the area.