The psychological approach to the teaching and learning of mathematics in early childhood education

Abstract

The present work aims to determine the importance that teachers give to the precepts of psychological approaches in the process of teaching and learning Mathematics in children of primary education, of a Public Educational Institution in the city of Guayaquil, province of Guayas, Ecuador. The methodology is descriptive, with a field design. The population under study was made up of twenty-five teachers (25) of the primary education stage. The information was collected through an interview and through a Likert scale questionnaire. The instrument was validated through expert judgment and reliability through the Alpha Cronbach coefficient. A quantitative analysis of the data was performed using descriptive statistics. Results: regarding the starting diagnosis; 36% always indicated; on the realization of the planning based on the postulates of the theories that exist on the teaching-learning process; 44% said always; Regarding activities for the strategic development of logical or operational thinking in the child, 60% always said; Regarding the use of recreational activities as a strategy for teaching and learning mathematics in primary school children, 80% always stated that psychological approaches favor the teaching and learning of mathematics in primary school children in a world in constant transformation, 0% always responded. In short, it is evident that the intention of the study of Mathematics from childhood must be aimed at providing the student with a positive vision of this science, in such a way that they acquire the skills of abstraction, logic and critical thinking, with the necessary support of psychological approaches for the adequate teaching and learning of mathematics in children of primary education.