Uso de dibujos por parte de niños pequeños en problemas de suma
Resumen
Comprender el concepto de suma es problemático para muchos niños pequeños. Para las personas que luchan por comprender este concepto abstracto, la forma de representación alternativa puede ayudar a abordar dicha dificultad. Este artículo explora los dibujos creados por niños pequeños (6 años) además de actividades para resolver problemas. El estudio empleó un diseño de investigación de estudio de caso que involucró a seis niños (de seis años) en tres centros preescolares. La recolección de datos incluyó observación, entrevistas informales y análisis de dibujos. Los hallazgos mostraron que los niños pequeños crearon dos tipos de dibujos y que los procesos involucrados en la producción de las representaciones visuales habían facilitado la comprensión de la suma de los niños. El estudio implicaba que las creaciones de dibujos de los niños pequeños son experiencias de aprendizaje importantes y podrían ser mejor asistidas valorando y apoyando el desarrollo temprano de la representación matemática dibujada de los niños.
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