Contribuciones a la matemática infantil mediante la pedagogía Montessori en niños y niñas de 4 a 5 años de la Escuela Luis Cordero Crespo.

Abstract

This integration work contributed to children's mathematics through Montessori pedagogy, through an analysis of various academic texts that allowed the deepening of strategies to develop a proposal that favors student learning. During the practices it was possible to observe different difficulties related to comparison, classification, seriation, one-to-one correspondence, verbal, structured, resulting in counting and general knowledge of numbers. It is noted that the largest number of students present the same difficulty in the ways of counting since it is a flaw that has been seen in most of the infants of sublevel 2 of the Luis Cordero Crespo school. Therefore, the objective of contributing to children's Mathematics was raised through a didactic booklet elaborated based on the principles of María Montessori. Indeed, action research was applied as a methodology, since it contributed with phases taken from Latorre that served as a guide to structure the project. A socio-critical paradigm was used to transform the educational reality. We worked with a qualitative approach, which was supported by quantitative data that strengthened the results of the investigation. Subsequently, the following authors, Vara, Oquendo, Giganti, and Limas, et al., who worked on relevant aspects of children's mathematics in their research, were highlighted. In the same way, van Luit, et al. stands out, who present the early mathematics assessment test (TEMT) to evaluate mathematical performance in groups of 4 to 7 years. After the investigative course, various activities were provided to strengthen mathematical skills. The implemented proposal contributed to children's mathematics since various components in which boys and girls had problems were stimulated. In turn, these were worked with the Montessori methodology that seeks the proper development of students through play. It was concluded that children's mathematics must be adequately worked on from an early age since it is part of the educational process and personal development.