Browsing by Author "Lascano Ulpo Jhonatan Alexander"

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    El uso de los bloques lógicos en la comprensión de la noción (número – cantidad) en el subnivel inicial 2.
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-01-29) Lascano Ulpo Jhonatan Alexander; Estupiñán Guamani Milena Aracely; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
    The research topic is based on the use of the logical blocks for the comprehension of the notion of number quantity in the initial sub-level 2 of the Educational Unit “La Providencia”, which aims to assess how this type of material contributes to the development of the comprehension of the notion of number quantity in this age group. The present research focuses on the collection of data through reliable sources, an observation sheet with a MINEDUC assessment scale was used to evaluate the notion number quantity, this was used in two moments, a pre to diagnose and a post to assess, in addition, activities were applied on the understanding of the notion number quantity with the use of logical blocks, this in the form of intervention. This instrument was validated by experts and was subjected to a Cronbach's Alpha test where it obtained a reliability level of 0.955. It is important to emphasize that it follows a positivist paradigm, which is characterized by being quantitative, focused on the testing of hypotheses by means of statistical analysis such as the decision rule, the research design is pre-experimental. The scope of the study is correlational, since, through the studied population, the variables will be related to identify predictable patterns. The data obtained from the pre and post application of the observation sheet were analyzed by means of the Wilcoxon signed ranks test, which allowed validating the hypothesis that the activities of the use of logical blocks for the understanding of the notion of number and quantity contribute positively to the development of mathematical logical thinking. The conclusions revealed that the initial diagnosis showed diverse competencies in the understanding of the notion of number-quantity among children, which highlights the need to adapt strategies and educational activities designed to promote the understanding of this notion proved to be effective in order to contribute to the development of the notion of number-quantity, with significant improvements observed in the post application, this reveals the importance of implementing innovative strategies to promote the development of mathematical logical thinking and understanding of notions, especially that of number-quantity