Experiential psychomotricity: A strategy for strengthening mathematical thinking in 05-year-old children.

Abstract

Thinking skills demand to be exercised throughout the entire teaching and learning process, which is why it is important for both the educator and the student to know these thinking processes and how to strengthen them, especially in the area of mathematics, due to the degree of abstraction required. The objective was to establish the benefits of an experiential psychomotricity program to improve the mathematical thinking level of 5-year-old students in I.E. 001 Piura. For this purpose, the positivist methodology was used, under a quantitative approach, with a non-experimental design of the field research type with a descriptive level. The population and sample consisted of 36 children of 5 years of age, attending early education in I.E. 001 for the year 2020. The data collection techniques used in the research were direct observation and the survey, the instruments being the observation sheet, the checklist and the test. The data processing technique used was the statistical-dialectical analysis. In conclusion, the idea is to build a space that involves the child, including materials, tools and human resources that favor his mathematical thinking and spontaneous behavior.