CONCRETE DIDACTIC MATERIALS TO PROMOTE LOGICAL-MATHEMATICAL NOTIONS IN CHILDREN OF INITIAL EDUCATION

Abstract

The present study deals with the specific didactic materials to favor the logical mathematical notions in the boys and girls of initial education. Its objective was to understand from the experiences of the teachers the use of the concrete didactic materials for the promotion of the logical mathematical notions of the children of the boys and girls from 4 to 5 years of the C11a circuit, of 24 de Mayo canton of Manabí Province, in Ecuador. It was based on a qualitative approach, interpretive paradigm, descriptive type, grounded theory method of Strauss and Corbin (2002). Another of the methods to be used was the phenomenological hermeneutic. The technique was the in-depth interview and the instrument was the interview guide. Applied to the informant subjects, teachers of the C11a circuit, of 24 de Mayo canton of Manabí Province, in Ecuador. For the results analysis process was used the Atlas ti 22 software, in which a process of coding, axial and selective categorization was carried out. It was represented by semantic networks. Likewise, the Sankey diagram was applied in order to present the level of co-occurrence between the categories and the codes for the purposes of the emerging epistemic construction. Obtaining as a conclusion that from the experiences of the teachers the use of concrete didactic material strengthens the logical mathematical notions, the physical, motor, social and affective development of the children, from the performance of learning by discovery, experiential, collaborative and significant. But, without a doubt, concrete didactic materials must be guided and controlled by the teacher because in circumstances of manipulation by children it can lead to an accident, due to the size of some of these.

Keywords: Teaching experience, pedagogical action, logical mathematical notions, concrete didactic materials, experiential learning and significant learning.