Desarrollo del sentido numérico a través de la uña taptana

Abstract

The development of the number sense in early childhood education (3 to 5 years old) in Ecuador is an obvious aspect the curriculum. It has three aspects: ability to do computations fluently, to make calculations and inferences. Work the number sense is teaching mathematics since the socio-cultural reality of the child and the learning that he brongs from home. The objective was to develop the number sense in children of early childhood through of concrete material uña taptana with the aspects of Van Luit and Van Rijt. We realized a participatory action research with 22 children from 3 to 4 years of preschool. The information was collected through of checklist and observations. The results indicate that children of 3 years are in the phase Process (order, classify and sequence), unlike of the 4, who are in the level of achieved. Finally, the development the number sense is a capacity of progressive character that children achieve at the early childhood.