Otra matemática es posible: una propuesta desde el PNFA en Educación Inicial

Abstract

The proposal that is presented was proposed as a general purpose to promote a neurodidactic model of mathematics in the pedagogical practices of teachers of the initial education level, since the participatory diagnosis carried out determined that the use of traditional methods prevails in pedagogical practices when moment of enhancing the logical-mathematical and infralogical processes in the boys and girls of initial education, evidencing: ignorance of the cognitive processes, learning styles and current theories. The present proposal is based on the sociocultural theory of Vigotsky and on the theoretical arguments on neuroscience of Blakemore and Frith (2007), who offer valuable contributions oriented towards the importance of the cultural historical context and neuroscience in education to promote other mathematics, that is, say a new approach to learning mathematics, which allows us to understand how these processes develop in boys and girls. The driving idea arises from the findings found in the learning communities of PNF and PNFA in Early Childhood Education of the UNEM Falcón State. The socio-critical paradigm and the participatory and transformative action research methodology are assumed, due to the commitment and reflection of the group of research teachers in the search for solutions. The proposal consists of a neurodidactic approach to mathematics and is represented by five fundamental components: Experiential, playful and didactic interaction, relevance and significance, previous experiences and mediation, which when linked harmoniously have generated results of great impact on the learning other mathematics.