Twister matemático: una manera práctica de enseñar y aprender a partir del juego
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Universidad Santo Tomás seccional Bucaramanga
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En el año 2010 surge un proyecto de investigación que ha pretendido colaborar con los procesos de enseñanza aprendizaje de la matemática en la educación preescolar brindando ideas que contribuyan e incentiven a trabajar con actividades escolares basadas en el juego. En este documento se plasma una reflexión relacionada con el Proyecto denominado El Twister Matemático el cual obtuvo una nota laureada por su innovación pedagógica. El Twister Matemático busca innovar los procesos de enseñanza aprendizaje vinculando los procesos básicos de pensamiento y los procesos lógico-matemáticos en los niños y las niñas del nivel de transición, llevándolos a la adquisición de capacidades o habilidades cognitivas fundamentales para el proceso formativo del niño de edad preescolar. Dicho proyecto tiene un método de investigación cualitativo, a través de la Investigación Acción debido a que presenta resultados descriptivos y específicos que van acorde a la temática que se trabajó. En la misma medida, se pudo observar la realidad de la comunidad objeto de estudio teniendo en cuenta sus formas de pensar, sentir y actuar frente a las estrategias propuestas; la modificación del Twister™ benefició en gran medida a la comunidad objeto de estudio, además con este tipo de investigación se pudieron observar, corregir y suplir las necesidades exploradas proporcionando alternativas de solución que favorecieron la implementación de la propuesta, ampliamente acogida por el contexto en el que se aplicó.
In 2010 a research project was conducted to collaborate with teaching – learning of mathematics in preschool education by providing ideas that help and encourage working with school activities based on the game. A reflection about the project entitled the Mathematical Twister is introduced in this paper, which received a laureate qualification due to its innovative teaching strategy. The Mathematical Twister is intended to find an innovating way of teaching and learning processes. This idea attempts to link the basic processes of thought and logical-mathematical processes in children of transition degree in order to take them to acquire basic cognitive abilities or skills. This project has a qualitative research method, specifically "action research" because it presents descriptive and specfic results, according to the theme to be worked. To the same extent, reality of the community was perceived under observation of their ways of thinking, feeling and acting through proposed strategies. Twister™ modification greatly benefited the community under study, and with this type of research, some needs of the community were observed, corrected and met by providing alternative solutions that contributed to the implementation of this proposal, which was widely welcome by the context in which it was applied.
In 2010 a research project was conducted to collaborate with teaching – learning of mathematics in preschool education by providing ideas that help and encourage working with school activities based on the game. A reflection about the project entitled the Mathematical Twister is introduced in this paper, which received a laureate qualification due to its innovative teaching strategy. The Mathematical Twister is intended to find an innovating way of teaching and learning processes. This idea attempts to link the basic processes of thought and logical-mathematical processes in children of transition degree in order to take them to acquire basic cognitive abilities or skills. This project has a qualitative research method, specifically "action research" because it presents descriptive and specfic results, according to the theme to be worked. To the same extent, reality of the community was perceived under observation of their ways of thinking, feeling and acting through proposed strategies. Twister™ modification greatly benefited the community under study, and with this type of research, some needs of the community were observed, corrected and met by providing alternative solutions that contributed to the implementation of this proposal, which was widely welcome by the context in which it was applied.
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educación preescolar, juego, procesos básicos de pensamiento (P.B.P.), nociones lógico-matemáticas, Twister™, preschool Education, game, basic thought processes, logical-mathematical notions, Twister game™
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Derechos de autor 2017 Espiral, Revista de Docencia e Investigación