Percepción docente sobre el material concreto uña taptana en el desarrollo del sentido numérico en la primera infancia

Abstract

The number sense is characterized by the ability to do computations, to make estimates, to make inferences. The purpose of the case study was to describe the perceptions of 29 initial education teachers that have of number sense through uña taptana tangible material. A three-day virtual workshop has been development doing use of the uña Taptana and understand number. The study had as instruments a questionnaire, focus group and execution tasks. The results indicate that the participants understand that the uña Taptana develops number sense and causes logical reasoning in children. Even the use of this resource is innovative and encourages favorable attitudes toward the understanding of number – abstract concept of mathematics at the academic formation of the children, who learns the number playing with the resource through ordering, series, classify, and one-to-one correspondence.