Sistema de actividades basado en la metodología Montessori enfocado al desarrollo del sentido numérico en infantes de Educación Inicial de la Unidad Educativa Herlinda Toral

Abstract

This Curricular Integration Work called System of activities based on Montessori methodology focused on the development of number sense in 4-5 year old children of the Educational Unit "Herlinda Toral", has been proposed based on the pre-professional practices of the ninth cycle in which it was observed how the children still did not develop number sense in terms of counting, number-quantity relationship and identification components. The objective of this research was to propose a system of activities based on the Montessori methodology for the development of the number sense in the logical-mathematical relations area of children of the sub-level II of the "Herlinda Toral" Educational Unit, Cuenca, Azuay. Within this research the background was detailed and had as main reference the Early Education Curriculum (2014), also authors such as Piaget (1991) Vygotsky (1978) and Bruner (1988) contributed significantly to the theoretical foundation. About the methodology it was based on a socio-critical paradigm taking into account a qualitative approach and the design is a Case Study, all this contributed to the improvement of educational practice. The techniques mentioned were: Participant observation, the interview and the multiple intelligences questionnaire. Likewise, the instruments are detailed, which were: observation guide, question guide and inventory of objectives for the valuation of intelligences, after the data collection, the information was thoroughly analyzed, rescuing the most relevant. Therefore, the results obtained were positive because the system of activities based on the Montessori methodology does contribute positively to the development of number sense in children in early childhood education and also promotes collaborative work. In conclusion, it can be said that by executing the selected activities the children have been able to develop the number-quantity relationship, identification and counting, since these are the components of number sense established for this research.