LAND ART como recurso didáctico en el ambito relaciones lógico-matemáticas en Educación inicial

Abstract

The present investigation focused on Land Art as a didactic resource in the Logical-mathematical Relations Area in Initial Education. Its purpose was to implement a system of learning activities based on Land Art for the work of notions (high/low, near/far, heavy/light and inside/out). For this, theoretical references were systematized that approached the didactic resource from the constructivist paradigm according to Piaget's theory (1991). In addition, the 2014 Initial Education Curriculum and the skills of the Logical-Mathematical Relations Area were addressed, as well as the didactic resources at the initial level from the authors Utreras and Romero (2018), Pabón (2013), and Huambaguete (2011). This study was developed under the socio-critical paradigm, with the applied research-action method, with a qualitative approach. To this end, a diagnostic category and subcategory chart was proposed on the didactic resource, in which techniques such as participant observation, semi-structured interview and documentary analysis were designed and applied, accompanied by the instruments: observation guide, work sheet or content, guide or interview script. In this way, an information analysis was carried out, finding the excessive use of printable digital templates for the work of spatial and measurement notions. As a result, the educational intervention proposal "Logi Mat Land Art" was designed, consisting of a system of learning activities on a web page (blog). The evaluation was carried out with the use of the techniques and instruments used in the diagnosis. It was obtained as a finding that the activities were a guide and support for the teacher of the "Alonso Torres" Initial Education Center. Finally, the research contributed to the initial 1C, since it was motivated to reduce the use of printable digital templates and opt for Land Art.