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...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/10061
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447
https://repositorio.uptc.edu.co/handle/001/10061
- Palabra clave:
- mathematics
teaching-learning
numerical thought
playful strategy
animaplano
matemáticas
enseñanza-aprendizaje
pensamiento numérico
estrategia lúdica
animaplano
- Rights
- License
- http://purl.org/coar/access_right/c_abf67
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| dc.title.en-US.fl_str_mv |
Development of Numerical Thought. A Strategy: Animaplano |
| dc.title.es-ES.fl_str_mv |
Desarrollo del pensamiento numérico. Una estrategia: el animaplano |
| title |
Development of Numerical Thought. A Strategy: Animaplano |
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Development of Numerical Thought. A Strategy: Animaplano mathematics teaching-learning numerical thought playful strategy animaplano matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano |
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Development of Numerical Thought. A Strategy: Animaplano |
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Development of Numerical Thought. A Strategy: Animaplano |
| title_fullStr |
Development of Numerical Thought. A Strategy: Animaplano |
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Development of Numerical Thought. A Strategy: Animaplano |
| title_sort |
Development of Numerical Thought. A Strategy: Animaplano |
| dc.subject.en-US.fl_str_mv |
mathematics teaching-learning numerical thought playful strategy animaplano |
| topic |
mathematics teaching-learning numerical thought playful strategy animaplano matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano |
| dc.subject.es-ES.fl_str_mv |
matemáticas enseñanza-aprendizaje pensamiento numérico estrategia lúdica animaplano |
| 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). |
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2017 |
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2024-07-05T17:52:48Z |
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2024-07-05T17:52:48Z |
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2017-09-25 |
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research |
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investigación |
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http://purl.org/coar/version/c_970fb48d4fbd8a150 |
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https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447 |
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https://repositorio.uptc.edu.co/handle/001/10061 |
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https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447/7130 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
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Pensamiento y Acción; No. 23 (2017): July-December; 31-48 |
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Pensamiento y Acción; Núm. 23 (2017): Julio-Diciembre; 31-48 |
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2619-3353 0120-1190 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2017-09-252024-07-05T17:52:48Z2024-07-05T17:52:48Zhttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447https://repositorio.uptc.edu.co/handle/001/10061Promoting 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). application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/8447/7130Pensamiento y Acción; No. 23 (2017): July-December; 31-48Pensamiento y Acción; Núm. 23 (2017): Julio-Diciembre; 31-482619-33530120-1190mathematicsteaching-learningnumerical thoughtplayful strategyanimaplanomatemáticasenseñanza-aprendizajepensamiento numéricoestrategia lúdicaanimaplanoDevelopment of Numerical Thought. A Strategy: AnimaplanoDesarrollo del pensamiento numérico. Una estrategia: el animaplanoinfo:eu-repo/semantics/articleresearchinvestigaciónhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a150http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf67http://purl.org/coar/access_right/c_abf2Cárdenas-Soler, Ruth NayibePiamonte-Contreras, SandraGordillo-Catellanos, Patricia001/10061oai:repositorio.uptc.edu.co:001/100612025-07-18 11:39:12.825metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |