Tablero matemático como recurso lúdico para resolver problemas de adición y sustracción en niños del 4° de primaria de la I.E N° 0636 - Región San Martín
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Date
2022
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Universidad Nacional de Trujillo
Abstract
El presente trabajo de suficiencia profesional titulado “Tablero matemático como recurso lúdico para resolver ejercicios de adición y sustracción en niños del 4° de primaria de la I.E N° 0636 del distrito de Pólvora, provincia de Tocache, región san Martín” es diseñado y ejecutado con los estudiantes que en su mayoría muestran dificultades en la competencia, sobre todo en el momento de resolver problemas debido a que muchas veces se encuentran desmotivados y con falta de comprensión para resolverlos, por ello se ha visto por conveniente utilizar el tablero matemático como recurso para mejorar la competencia resuelve problemas de cantidad. Desde interactuar diariamente en las aulas, se ha considerado los aportes teóricos de la resolución de ejercicios y el uso de un material concreto para poder resolver de manera lúdica dichos ejercicios. Así mismo, para la mejora de esta competencia se ha venido aplicando los procesos pedagógicos que debe ejecutarse en una sesión de aprendizaje, los procesos didácticos de la comprensión del problema, la búsqueda de estrategias, representación, formalización, reflexión y transferencia. Esta investigación tuvo como propósito sistematizar información de los aportes teóricos de Piaget, Polya, quienes hablan sobre la importancia del material concreto y su importancia en el desarrollo del niño, los materiales didácticos para el aprendizaje de las matemáticas, aportes para la enseñanza de la matemática publicado en 2016 por la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. llegando a concluir que los materiales didácticos son la herramienta para construir aprendizajes significativos; Además, los materiales didácticos en el proceso de enseñanza aprendizaje contribuyen en la conceptualización, el estudiante crea un conflicto cognitivo, donde el docente como facilitador emplea el uso de los materiales didácticos con la finalidad que exista la interacción con estos, de este modo el estudiante lograra desarrollar habilidades lógicas matemáticas. En conclusión, podemos afirmar que la metodología que se utilizó es activa, donde los estudiantes participaron activamente utilizando el tablero matemático, logrando despertar el interés al trabajar con un material nuevo e interesante.
The present professional sufficiency work entitled "Mathematical board as a playful resource to solve addition and subtraction exercises in children of the 4th grade of the IE N ° 0636 of the Pólvora district, Tocache province, San Martín region "is designed and executed with students who mostly show difficulties in competition, especially when solving problems because they are often unmotivated and lack understanding to solve them, for this reason it has been seen as convenient to use the mathematical board as a resource to improve competition solve quantity problems. From interacting daily in the classrooms, the theoretical contributions of solving exercises and the use of specific material to be able to solve these exercises in a playful way have been considered. Likewise, for the improvement of this competence, the pedagogical processes that must be executed in a learning session, the didactic processes of understanding the problem, the search for strategies, representation, formalization, reflection and transfer have been applied. The purpose of this research was to systematize information on the theoretical contributions of Piaget, Polya, who talk about the importance of concrete material and its importance in child development, teaching materials for learning mathematics, contributions to the teaching of mathematics published in 2016 by the United Nations Educational, Scientific and Cultural Organization. concluding that teaching materials are the tool to build meaningful learning; In addition, the didactic materials in the teaching-learning process contribute to the conceptualization, the student creates a cognitive conflict, where the teacher as a facilitator uses the use of the didactic materials with the purpose that there is interaction with them, in this way the student will be able to develop logical mathematical skills. In conclusion, we can affirm that the methodology that was used is active, where the students actively participated using the mathematical board, managing to arouse interest when working with a new and interesting material.
The present professional sufficiency work entitled "Mathematical board as a playful resource to solve addition and subtraction exercises in children of the 4th grade of the IE N ° 0636 of the Pólvora district, Tocache province, San Martín region "is designed and executed with students who mostly show difficulties in competition, especially when solving problems because they are often unmotivated and lack understanding to solve them, for this reason it has been seen as convenient to use the mathematical board as a resource to improve competition solve quantity problems. From interacting daily in the classrooms, the theoretical contributions of solving exercises and the use of specific material to be able to solve these exercises in a playful way have been considered. Likewise, for the improvement of this competence, the pedagogical processes that must be executed in a learning session, the didactic processes of understanding the problem, the search for strategies, representation, formalization, reflection and transfer have been applied. The purpose of this research was to systematize information on the theoretical contributions of Piaget, Polya, who talk about the importance of concrete material and its importance in child development, teaching materials for learning mathematics, contributions to the teaching of mathematics published in 2016 by the United Nations Educational, Scientific and Cultural Organization. concluding that teaching materials are the tool to build meaningful learning; In addition, the didactic materials in the teaching-learning process contribute to the conceptualization, the student creates a cognitive conflict, where the teacher as a facilitator uses the use of the didactic materials with the purpose that there is interaction with them, in this way the student will be able to develop logical mathematical skills. In conclusion, we can affirm that the methodology that was used is active, where the students actively participated using the mathematical board, managing to arouse interest when working with a new and interesting material.
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Keywords
Educación, Educación primaria, Matemáticas, Aritmética, Resolución de problemas