Análise de metodoloxías innovadoras para o ensino-aprendizaxe das matemáticas na Educación Infantil por medio da investigación-acción na aulaimplicacións didácticas

Abstract

Mathematics requires a transformation in the way of understanding the teaching-learning process in schools through the development of tasks that allow students to build knowledge by “doing” mathematics. A methodological change away from mechanistic, decontextualized and routine formulations based on a traditional work scheme. The objective of this thesis is to analyze whether certain methodologies influence the learning of mathematics or the interest and motivation that students have towards them, within the research line of educational innovation of the official PhD program in EQUITY AND INNOVATION IN EDUCATION. The study is carried out by the Early Childhood Education teacher through four cycles of action-research organized around a didactic program in which they work: numerical relationships, logic, properties of objects and measurement, comparing traditional learning with ABN, resolution of problems, cooperative learning and EntusiasMat. An assessment of the learning process is also made according to the didactic suitability approach, to recognize difficulties and correct them in subsequent action-research cycles. The conclusions refute that ABN, problem solving and cooperative learning have better results than traditional learning and that EntusiasMat.