Development of Numerical Thought. A Strategy: Animaplano
Promoting mathematics meaningful learning has been a constant concern of teachers, who persistently seek different pedagogical strategies so that students, in a creative and playful way, develop the necessary skills. Numerical thought, as a mathematical ability to understa...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2017
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447 |
| _version_ | 1801706737097506816 |
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| author | Cárdenas-Soler, Ruth Nayibe Piamonte-Contreras, Sandra Gordillo-Catellanos, Patricia |
| author_facet | Cárdenas-Soler, Ruth Nayibe Piamonte-Contreras, Sandra Gordillo-Catellanos, Patricia |
| author_sort | Cárdenas-Soler, Ruth Nayibe |
| collection | OJS |
| description | Promoting mathematics meaningful learning has been a constant concern of teachers, who persistently seek different pedagogical strategies so that students, in a creative and playful way, develop the necessary skills. Numerical thought, as a mathematical ability to understand numbers, their symbols, their meanings and their relations, enables the realization of cognitive activities (numerical configuration, analysis of phenomena, questions and problems that employ numerical elements), that structure complex processes of thought which will serve the subject to understand other mathematical aspects. This is how the animaplano is a methodological proposal designed by the research group “Didactics and Mathematics”, as a tool to develop numerical thought in a fun way. One of the conclusions is the real need to develop competences in numerical thought, which will allow students to have a better development in their daily lives and will be the basis on which general mathematical knowledge is structured. This review article is a product of the research developed between 2016 and 2017 with students of fourth grade of School in Institución Educativa Simón Bolívar of Soracá (Boyacá, Colombia). The purpose of this research was to take the animaplano as a tool that would enable interdisciplinary work, from learning mathematics (understanding reader, numerical thought, aesthetic skill). |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8447 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2017 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-84472019-01-22T23:03:22Z Development of Numerical Thought. A Strategy: Animaplano Desarrollo del pensamiento numérico. Una estrategia: el animaplano Cárdenas-Soler, Ruth Nayibe Piamonte-Contreras, Sandra Gordillo-Catellanos, Patricia mathematics teaching-learning numerical thought playful strategy animaplano matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano Promoting mathematics meaningful learning has been a constant concern of teachers, who persistently seek different pedagogical strategies so that students, in a creative and playful way, develop the necessary skills. Numerical thought, as a mathematical ability to understand numbers, their symbols, their meanings and their relations, enables the realization of cognitive activities (numerical configuration, analysis of phenomena, questions and problems that employ numerical elements), that structure complex processes of thought which will serve the subject to understand other mathematical aspects. This is how the animaplano is a methodological proposal designed by the research group “Didactics and Mathematics”, as a tool to develop numerical thought in a fun way. One of the conclusions is the real need to develop competences in numerical thought, which will allow students to have a better development in their daily lives and will be the basis on which general mathematical knowledge is structured. This review article is a product of the research developed between 2016 and 2017 with students of fourth grade of School in Institución Educativa Simón Bolívar of Soracá (Boyacá, Colombia). The purpose of this research was to take the animaplano as a tool that would enable interdisciplinary work, from learning mathematics (understanding reader, numerical thought, aesthetic skill). Promover un aprendizaje significativo en el área de las matemáticas ha sido una continua preocupación de los docentes que persistentemente buscan diversas estrategias pedagógicas para que los estudiantes, de una manera creativa y lúdica, desarrollen las competencias necesarias. El pensamiento numérico, como capacidad matemática para interpretar los números, sus símbolos, sus significados y sus relaciones, posibilita la realización de actividades cognitivas (configuración numérica, análisis de fenómenos, cuestiones y problemas que emplean elementos numéricos) que estructuran procesos complejos de pensamiento que le servirán al sujeto para comprender otros aspectos matemáticos. Es así como el animaplano es una propuesta metodológica diseñada por el grupo de investigación “Didáctica y Matemáticas”, como una herramienta para desarrollar el pensamiento numérico de forma divertida. Una de las conclusiones de este artículo es la necesidad de desarrollar competencias en pensamiento numérico, que le permitirán al sujeto tener un mejor desenvolvimiento en su vida cotidiana y serán la base sobre la cual se estructure el conocimiento matemático general. Este artículo de revisión fue realizado con base en la investigación llevada a cabo entre 2016 y 2017 con estudiantes de grado cuarto de Básica Primaria en la Institución Educativa Simón Bolívar de Soracá (Boyacá, Colombia), sede Centro (urbana) y Quebrada Grande (rural). El propósito de la investigación era tomar el animaplano como una herramienta que posibilitara el trabajo interdisciplinario, desde el aprendizaje de las matemáticas (comprensión lectora, pensamiento numérico, habilidad estética). Universidad Pedagógica y Tecnológica de Colombia 2017-09-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research investigación application/pdf https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447 Pensamiento y Acción; No. 23 (2017): July-December; 31-48 Pensamiento y Acción; Núm. 23 (2017): Julio-Diciembre; 31-48 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447/7130 |
| spellingShingle | mathematics teaching-learning numerical thought playful strategy animaplano matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano Cárdenas-Soler, Ruth Nayibe Piamonte-Contreras, Sandra Gordillo-Catellanos, Patricia Development of Numerical Thought. A Strategy: Animaplano |
| title | Development of Numerical Thought. A Strategy: Animaplano |
| title_alt | Desarrollo del pensamiento numérico. Una estrategia: el animaplano |
| title_full | Development of Numerical Thought. A Strategy: Animaplano |
| title_fullStr | Development of Numerical Thought. A Strategy: Animaplano |
| title_full_unstemmed | Development of Numerical Thought. A Strategy: Animaplano |
| title_short | Development of Numerical Thought. A Strategy: Animaplano |
| title_sort | development of numerical thought a strategy animaplano |
| topic | mathematics teaching-learning numerical thought playful strategy animaplano matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano |
| topic_facet | mathematics teaching-learning numerical thought playful strategy animaplano matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447 |
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