Técnicas de pintura enfocadas en el desarrollo del pensamiento lógico matemático en niños de 3 años del Centro de Educación Inicial ABC.

Abstract

Teaching resources are essential for teaching and student learning. However, the little importance in implementing eye-catching resources to develop mathematical logical thinking causes many children to experience difficulties. Therefore, this research seeks to implement a system of activities with didactic resources based on the use of painting techniques to develop mathematical logical thinking, allowing the infants of the CEI "ABC" of parallel B morning section to acquire new knowledge. Likewise, it is intended to create a virtual desktop (netvibes) that allows teachers to learn about activities with innovative teaching resources for the development of this thought. In this research, the following theoretical references were covered: The development of mathematical logical thinking in childhood from the constructivist paradigm according to Piaget (1975), mathematical logical thinking in Initial Education from the authors Celis (2021), Gómez (2012), Vara (2013), among others, the didactic resources, strategies and activities from the Initial Education Curriculum of Ecuador for mathematical logical thinking, taking as reference the Ministry of Education (2014) as well as the Ministry of Education and innovation (2019), and painting techniques as a didactic resource addressed by the authors González (2018), Mogrovejo (2020), García (2017), among others. This study was developed through the socio-critical paradigm, with a qualitative approach and the applied action research method. The operationalization of categories served for the analysis process, covering the following subcategories: Audiovisual, printed and tangible resources for the development of mathematical logical thinking, where techniques were applied: participant observation and interview associated with the instruments: field diaries, observation guide and interview script. Precisely, the results show little interest in tangible, audiovisual and printed resources. Therefore, the educational intervention proposal "PensamArte" was developed, consisting of a system of learning activities on a virtual desktop (netvibes). It was possible to execute the evaluation with the techniques and instruments of the diagnosis, the system of activities being favorable as a guide for the teacher. The research contributed to the initial 1B, using painting techniques as a teaching resource to encourage interest in them.