Secretariat of Education Jalisco

Booklet I
Fun mating: "Mobilization of thought"
mathematician through the use of resources that
they enable the acquisition of skills in
Preschool Education

October 2009
October 2010
Directory
Governor of the State of Jalisco
Lic. Emilio González Márquez

Secretary of Education
Ing. José Antonio Gloria Morales

General Coordinator of the Ministry of Education

Ing. Víctor Manuel Rodríguez Álvarez

Basic Education Coordinator

Prof. Pedro Díaz Arias

Director General of Education for Equity and Comprehensive Training

Lic. Benjamín Robles Suárez

General Director of Preschool Education

Ms. Laura E. González Sánchez

Director of Special Education

Mr. Antonio Barrera Chávez

Director of Technology Programs in the Classroom

Mr. Rubén García Sánchez

Linking and management

Ms. Graciela Nolasco Aviña
Lic. Jorge Martín Gutiérrez Montes

Academic Coordination
Amparo Ruano Ruano

Booklet I
Designers:
Laura Mireya Galindo Sánchez
Enedina Ortega Orozco
Ms. Angélica Ríos Marizcal
Ms. Abel Simental Estrada
Juan Pablo Yépez Vargas

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 Index
Presentation 4

Justification 6

Educational perspective in basic education 8

1. Principios pedagógicos

1.1 Childhood characteristics 13

1.1.1 Number 23

1.1.2 Shape Space and measure 26

1.2 Educational Intervention 32

1.2.1 Problem Solving 33

1.2.2 The game as a teaching strategy 35

1.3 Diversity and equity 37

2. Didactic Proposal

2.1 Articulating Guide 40

2.2 Resources and means 41

2.3 Organization of the Proposal 43

2.3.1 Structure of the teaching sheet 44

2.4 Teaching Sheets

2.4.1 Number 47

2.4.2 Form, space and measure 65

3. Evaluation

3.1 Learning Assessment 92

3.2 Competency-based assessment 93

Bibliographic references 99

Webgraphy 100

Mathematical glossary 101

Pedagogical Glossary 102

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 Presentation

Specifically in the State of Jalisco, it is intended that Basic Education

aim to improve teaching and foster a love for learning Spanish,
mathematics, science, and English as a complementary language, of the same
It is essential to develop criteria, recommendations, models, and proposals.
for the preparation, selection, and evaluation of educational materials.

To achieve the intended goal, basic education is reformed and challenges are established.
that outline the graduation of students, considering as a desirable trait the
use of argumentation and reasoning when analyzing situations, identifying
problems, ask questions, issue judgments, and propose various solutions.

The Preschool Education program (2004) takes on as a challenge, the overcoming

of the teachers who contribute to the development of children's potential,
in the quality of the educational experience of the students; recognizes the capabilities
and the potentialities of children in such a way that they develop more efficiently
starting from what they already know or are capable of doing contributes to better care
of the diversity in the classroom, seeks the articulation of preschool education with the
primary and secondary education pursuing the fundamental purposes
established.

One of the goals established by the National Education Program 2007-2012 is

to have a new pedagogical proposal to improve quality and ensure
equity in the educational care provided to girls and boys from three to
five years old.

Starting from the implementation and consolidation of the Education Program

Preschool, with the idea of addressing educational challenges and offering an education
of quality, the Center for Educational Integration Information CRIE, the Center for
Research and Dissemination of Preschool Education CIDEP and the group of Advisors
pre-school level techniques are articulated and implemented in the present
project called MATEDIVERTIDO: 'Mobilization of thought
mathematician through the use of resources that enable the acquisition of the
competencies in preschool education" that focuses on:

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 Design, create, and propose didactic alternatives that facilitate the processes of
teaching-learning in the mathematical thinking of the community
educational that participates in the training processes in Education
Preschool.
Implement training, updating, and development processes for the
education professionals in mathematical thinking of education
preschool.
Document, inform and communicate the processes, products and implications
of the intervention project in the development of mathematical thinking
with the use of teaching resources.

In light of these responsibilities at the preschool level, it is intended that the

knowledge, understanding and use of new materials support the achievement
specifically from mathematical competencies, transform practices
educational, promote learning and achieve advanced levels of
corresponding competencies.

For this, 3 booklets were designed: Booklet I presents the foundation.

legal of the proposal, theoretical concepts of the learning content of the
mathematical thinking and is a guiding framework in the use of resources
Didactic Workbook II is a workshop course that supports the process of
transformation of practice based on the use and management of teaching resources, to
through the guidance and support for the teacher, as well as the instruments
project evaluation. Booklet III, stipulates the inquiry process and
supports the monitoring and evaluation of the intervention proposal in the use and
management of teaching resources.

At this moment we only account for booklet I in which it will be possible to

conocer el fundamento legal, conceptual y metodológico de los procesos de
teaching-learning of mathematical thinking. It is essential to clarify that
This booklet presents a series of teaching suggestions organized.
in sheets that allow guiding the application process of mathematical aspects,
based on the characteristics and construction processes that are identified in
the students. It does not have a fixed sequence but rather depends on the level of mastery
that students express the intent and the expected performance for
the achievement of competencies.

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 Justification

Education is the way to

provide the body and the soul entirely
the beauty that is possible.
Plato

Starting from the international movement of 'Education for All and satisfaction of the
basic learning needs," held in Jomtien, Thailand in 1990
they stipulate agreements to promote a profound reform in educational systems
from all over the world and aims to establish education as a right for everyone.
These approaches become more specific for special education with the
Salamanca Statement Spain (1994), which aims to provide education for
quality with equal opportunities and equity for people with
special educational needs with or without disability, within a framework of
recognition and respect for individual differences.

A quality education demands that the structure, orientation, organization and

management of educational programs, as well as the nature of their contents,
processes and technologies respond to an explicit and express combination that
foster the development of individual capacities and skills -in the areas
intellectual, artistic, emotional, social and sports - while promoting
the values that ensure a supportive and committed coexistence, forming
individuals for citizenship capable of facing competitiveness and demands
of the world of work (National Development Plan, 2001).

On the other hand, the National Education Program 2001-2006 states that the
basic education - preschool, primary and secondary - is the stage of training of
the people in whom thinking skills are developed and the
basic skills to promote systematic and continuous learning, thus
how the provisions and attitudes that will govern their life.

On the other hand, the set of social transformations requires an education of

quality that addresses diversity, for which educational practices are required
innovative solutions that surpass traditional models and offer elements of

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learning, development, safe and stimulating environments for all students
including those with special educational needs.

Teaching and learning have transformed as an important factor for

increase the competitiveness of our country, to achieve it requires one of
the education objectives set out in the National Development Plan 2007 - 2012
the need to strengthen the capabilities of Mexicans through the provision
of sufficient and quality education.

It is worth mentioning here that our educational system has serious deficiencies.
still reflecting high rates of failure. The commitment is to find the
adequate conditions for the full development of capabilities and potentialities
of the male and female students, of their reasoning and artistic sensibility, of their
body and mind, therefore we must face them simultaneously
challenges of quality and equity.

In light of this situation, the Sectoral Education Program 2007-2012 mentions

as one of its challenges; to raise the quality of education so that students
improve their educational achievement level, have means to access a
mayor bienestar y contribuyan al desarrollo nacional.

In order to improve the level of educational achievement in the training field of

Mathematical thinking questionnaires were applied to educators from various kindergartens.
of children from the metropolitan area of Guadalajara. The questions were related
with the use of educational materials, the responses obtained provided data
important in various aspects such as the difficulty in planning activities,
insufficient materials, the teacher's intervention, carrying out a follow-up of the
processes and progress of their students, the different levels of development that
the children present, identify the learning outcomes, propose an educational purpose,
to rely on specialized bibliography to relate the use of materials with the
children's processes, but above all having advice that allows them to
increase their knowledge to put it into practice. The difficulties
identified allowed to detect the following needs:

•Design educational materials that facilitate the process de

teaching and learning of mathematical thinking.
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 •Having educational material as a trigger for the processes of
learning.
Support and accompany in the processes of understanding thinking
mathematician.
Create didactic alternatives that facilitate the appropriation and management of the
plans and programs for preschool education.

Similarly, the Sectoral Program 2007-2012 identifies some needs in

the following aspects:

Insufficient development of innovative activities in preschool, primary and

secondary school.
Although teaching and learning processes are developed, they rarely do
they identify the competencies in which students are trained, their usefulness and the
traits through which the level of achievement can be known.

Likewise, the fundamental purposes outlined in the Education Program

Preschool constitutes the traits of the graduation profile, defining the mission and achievements.
what is expected for children to obtain and are the basis that defines the competencies for
to promote through educational intervention.

For the above, it is necessary to create lines of action and strategies that promote the
mathematical logical thinking and the application of science in daily life, to
conduct workshops, develop materials, and train the responsible teachers of
teach mathematics (Objective 1 section 1.5 of the Sectoral Education Program,
SEP 2007–2012.

Addressing the objectives one and two of the Sectorial Education Program that
they indicate, "raise the quality of education so that students improve their level
of educational achievement, they have means to access greater well-being
and contribute to national development" and, "Expand educational opportunities for
reduce inequalities between social groups, close gaps and promote equity
as well as the results of the questionnaires applied, the needs raised
in the Sectoral Education Program and the attention to the fundamental purposes,
The Jalisco Department of Education, through the CRIIE, the Research Center and
Dissemination of Preschool Education CIDEP and the Technical Advisory team
pedagogical belonging to the Preschool Education Directorate, articulate
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efforts and establish commitments and mechanisms for the design and selection of
educational materials that specifically enhance and strengthen competencies
of mathematical thinking in preschoolers and facilitate pedagogical activity
of the preschool teacher in promoting learning
mathematicians.

In the face of the challenges and needs that today's society demands, education
Preschool represents a service of great importance that contributes to development.
the integral development of children by promoting the development of skills
socio-emotional and intellectual skills that are essential for fostering learning
reflective and critical and creative thinking, which is why Public Education in
together with the state authorities, they launched the reform process
which takes as its starting point the curricular and pedagogical renewal
establishing spaces and actions to achieve optimal fulfillment.

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 Educational perspective in basic education

The main wealth of a country is its men and its women. The nations that
they have achieved the true improvement of the living conditions of their population
they stand out for having paid special attention to the provision of an education
of quality, relevant both for life and for performance in the world
productive.

State and national policies have placed education as a promoter in

the advances and social transformations; however, the school education
prevalent, as demonstrated by national and international tests
applied in basic education, still do not fully develop in the
students the skills that allow them to solve problems creatively and
effectiveness. In light of such reality, educational policies have been developed that promote
reforms aimed at addressing the challenges that arise in life
actual

To achieve what has been established, it is necessary to fulfill commitments and strategies.
to guide in the implementation of training programs for teachers,
update of study programs and their contents, the pedagogical approaches,
teaching methods and teaching resources in accordance with educational demands.
It is also necessary to act with a comprehensive reform of Basic Education.
focused on the adoption of a competency-based educational model, which
respond to the development needs of Mexico in the 21st century. With lines of
actions and defined strategies that ensure that the plans and study programs
are aimed at actively involving teachers in group processes
of review and adjustment of the practice, impacting the results of the
educational achievement assessments.

It is therefore necessary to review and strengthen the continuous training systems and
professional development of in-service teachers, so that they acquire the
necessary skills to be facilitators and promoters of learning
students, and influence the development of cognitive skills and competencies
basic numerics that allow students to continue learning.

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In particular, preschool education is included in the PEP 2004, in its objectives.
and principles that: preschool education must contribute to girls and boys
solid foundations for their personal and social development, the development of their
personal identity, the acquisition of fundamental skills and learning
basic guidelines for integrating into social life; that build notions
mathematics from situations that require the use of their knowledge and
its capabilities to establish relationships of correspondence, quantity and
location among objects; to estimate and count, to recognize attributes and compare;
and that they develop the ability to solve problems creatively,
through game situations that involve reflection, explanation, and the
search for solutions that through their own strategies or procedures, and their
comparison with those used by others (PEP2004). In this sense, it is possible
to recognize in the preschool education program an official stance in favor of a
curriculum design oriented by competencies, (SEP, 2004, p. 22).

The conceptualization of competencies used for this work derives from the
Preschool Education Program 2004 and is referred to as: the set of
capabilities that include knowledge, attitudes, skills, and abilities that a
a person achieves through learning processes and that manifest in
various situations and contexts. Although it is not stated explicitly and clearly, it
it recognizes the unfinished nature of competencies, they are neither taught nor...
they are acquired definitively, "they are expanded and enriched based on the
"experience" (SEP, 2004, p. 22), articulating with the purposes of education
primary and secondary.

Mathematical learning in Basic Education

The comprehensive reform of basic education began in 2004 with preschool,

in 2006 with secondary education and in 2009 in primary education, part of the references that are
they are found in international agreements and are translated into the national level with the
purpose of promoting the development of competencies in students, to
to respond to the needs and expectations that Mexican society has regarding
of the future citizen that is expected to be formed, for this it is proposed to set in motion
five competencies1for life, which include a set of traits that

1
The table only mentions the 4 competencies that state mathematical skills, the
competence for life places greater emphasis on ethical and value-based abilities.
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are grouped in the profile of graduation from basic education, which
these competencies must be demonstrated in any field, they not only include
cognitive aspects, but those that relate to the affective, the social, the
nature and democratic life. They should be developed and enhanced from all
the formative fields and subjects, seeking to create opportunities and
learning experiences that are meaningful for students.

Competition Mathematical Abilities

Lifelong learning Learn, take on, and direct your own learning.
Integrate into the mathematical culture.
Mobilize knowledge to understand reality.
Information management Think, reflect, argue, express critical judgments.
Analyze, synthesize, and utilize the information.
Knowledge and management of thought construction
mathematician.
Handling situations Organize and design life projects considering the aspect:
Propose and successfully carry out procedures and alternatives
for problem solving.
Coexistence Grow with others.
Make agreements.
Develop personal identity.
Source: References on the notion of competencies in the 2009 curriculum and study programs, available at
[Link]

The expected learnings at the different levels that make up education

basic contain specific goals, in which it is expected to address content that
are linked to a common axis and are articulated with different subjects. This stance
contrasts with the trend that has been established so far, that of fragmenting
the study and offer knowledge in small doses. A condition that has prevailed
and has left students without the possibility of making connections or of
broaden the scope of the same learning.

The proposal undertaken by the reforms directs knowledge and

expected skills in basic education, organized into contents increasingly
more complex and at the same time related, so that the students go
gradually gaining access to the following school grades.

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The didactic approach specifically of the formative field of thought
mathematician proposes to study and learn through problem-solving, whose
The theoretical basis is supported by didactic situations, initiated in France by
Brousseau in the late 60s and remains relevant and better grounded with the
research work in Mathematics Didactics, an alternative to bring the
knowledge acquired for application in everyday life situations. This
the approach sets the standard in preschool work by establishing the importance of
that the student begins with a formal education, laying the foundations of the
tools of thought for the use of mathematics.

It is important to mention that among the main characteristics handled by the

preschool education program with a competencies-based approach for the
learning and teaching of mathematics, the importance it has is emphasized
the age of children when identifying their potential for learning.

1. Pedagogical principles

The knowledge of different theoretical approaches provides alternatives that are

are concretized in different models referred to by Antoni Zavala (2009), such as
“globalizados” porque según este autor, las aportaciones que hace cada teórico
sobre los procesos de aprendizaje dan explicaciones que permiten la revisión
deepening of the disciplinary models to organize the content, and at the same
time they talk about concepts, reveal the way they relate to each other
different subjects to improve knowledge and are also related to the
way in which people perceive reality, the interest and motivation towards it
what one must learn.

This teaching proposal has taken the 10 pedagogical principles as its focus.
propuestos en el PEP’04, agrupados en tres aspectos:

a) Características infantiles y procesos de aprendizaje, b) Diversidad y equidad, c)

Educational intervention.2

2To expand knowledge about pedagogical principles, review the Education Program.
Preschool 2004 pp. 31-43
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The Pedagogical Principles in their aspects are taken up in this booklet.
given its importance, and they were considered with the aim of supporting and intending the
work of the educator, the order in which they are presented is based on the
proposal, therefore they do not correspond to that proposed in the PEP'04.

1.1 Childhood characteristics and learning processes.

The vision of child development and learning theories

The following presents a table outlining certain childhood characteristics.

general characteristics and abilities that children demonstrate:
Characteristics of the preschool child3

Dimensions Characteristics: Capabilities that he/she demonstrates:

Affective He/She is cheerful. Affective: accept oneself, make decisions,

Demand recognition, interpret and express feelings,
support and affection. initiative.

Impulsive, competitive.
Cognitive It is expressed in various ways Cognitive: Observe, perceive, explore,
shapes. identify, compare, arrange, classify
Express curiosity about represents, creates, infers, discriminates
["reason","retain","recover","interpret"]
to know
evaluate, transfer.
Play.
Social Belonging to the group. Social: know and follow rules,
It is communicated. collaborate, develop a critical attitude.

Collective game.
Psychomotor You need to Physics: of movement, spatial,
physical displacements. motors.

The previous table is enriched with some aspects from the following theorists:
According to Piaget

3SEP, Preschool Education Program 1992 p 11; SEJ, Support document to strengthen
the transformation of educational practices 2008 pp. 4-8
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 The child has prior knowledge
Builds their learning through interaction with objects.
Needs to touch
Compare physically,
Arrange and rearrange.

According to Vygotsky
The child is capable of thinking, remembering, paying attention.
Builds their learning in social interaction.
He has real knowledge.
It has potential knowledge.
Requires experiences with others.
Act on reality through tools (material resources) and
some "signs" (language).

The development of the preschool child is gradual and constantly evolving.

previously it was considered as a blank slate on which was recorded
knowledge. However, various investigations have shown that the child
it is a thinking being that requires varied experiences that contribute to the
development of their competencies.

There are countless theoretical approaches that have addressed the characteristics of
development of children in biological, social, emotional, and physical aspects, in the
which factors such as maturation, language, and the surrounding environment influence, among others
Others. The knowledge of the developmental characteristics of children allows for the
teacher to provide the necessary experiences to enhance their knowledge,
knowing how to do, knowing how to be, and knowing how to exist, that is, their integral development.

La enseñanza es un asunto muy debatido porque implica que el docente se

engage with your students in a way that they build their own learning
in a relationship that goes beyond the mere transmission of knowledge or
information.

Teaching is a very complex task, in which one must be very clear about
meaning of concepts such as learning, knowledge, the difference between them,

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meaningful learning, how is learning done?, and how is learning done from
problematic situations?

It is necessary to take into account that learning is to think, it is to work mentally on

based on the information, it's thinking together (teacher and students) to discover new ones
meanings, it is to reflect on the importance of activities, asking oneself,
How much do they contribute to developing the proposed capacities?, the function of
Teaching is guiding the learning process, it is much more than just speaking to
the children.

Teaching supported by cognitive methods takes into account the ideas of the
children and trust in their abilities, avoiding training and the search for
answers considered "correct" by the teacher, rather than taking into account
So, the important thing is to identify the pathways (processes) that each student uses.
to reach knowledge, and to achieve it, it is necessary to accept them as they are, this
yes, with their mistakes, their natural process to learn, to listen to them,
observarlos y motivarlos para que alcancen aprendizajes significativos.

Learning involves knowing how all students learn, each and every one of them.
basic for decision-making on how to plan, what materials to choose,
determine the type of instructions and the use of the most effective method, among others.
The understanding of the learning process that the theory offers can be useful.
Learning is an ability with which the individual is born, a mental function.
that is carried out naturally, an activity that the subject itself performs and
in which the senses play an important role, since, when interacting with the
environment, it becomes possible to learn information about objects, situations and
people, which allows for the construction and reconstruction of knowledge of
continuously. Learning is working mentally with the help of information,
in the classroom is to think together in a new way in order to discover new
meanings (Saint-Onge, 2000).

In cognitive theory, it is stated that true learning is not limited to absorbing

to memorize external information, which understanding is to think in such a way, that the
understanding is constructed actively from within the student through
establishment of relationships between new information and what is already known,
and the connection between the two is called assimilation or integration.

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Piaget argues that from birth, they already possess mental structures.
(organized knowledge), basics that when interacting with the environment
they reorganize by developing new (learning). According to the same author, it is a
process that begins as a way of thinking unique to a certain level of
abstraction, for example, in the baby, the permanent object is one of the first
schemes that he builds and that allow him later, the achievement of the scheme of the
class of objects. During learning, the mind interprets and constructs
actively shaping reality based on the organization of knowledge that one possesses
regarding what will be learned, that is, the prior knowledge.

Meaningful learning is based on prior or existing knowledge.

of the student, in such a way that relating them to each other is what gives meaning to the
learning, that is to say, they are learned more easily, favoring their use in
various situations of everyday life. Other aspects that should be taken into account
It also takes into account prior knowledge to enhance learning.
significant, are the age, the interests, and the context.

Cognitive theory states that meaningful learning cannot be imposed.

from the outside but to build oneself internally, it is different from learning by heart
A learning is significant when the contents are
related in a non-arbitrary and substantial way to what the student already knows. For
substantial and non-arbitrary relationship should be understood that ideas relate to
any existing aspect specifically relevant to the cognitive structure of the
student (Ausubel; 1983, p.18).

In meaningful learning, it is important to take into account the knowledge of each individual.
one of the students, that is to say, what may be obvious for a certain student
for another, it is difficult to understand, as it depends on knowledge and
particular experiences that each one possesses. For example; a student can
easily understand that adding 0 to any number does not change it because it already
has learned the rule of that knowledge and uses it in solving
similar problems, but for another student, may not make sense due to lack of
that rule, in such a way that it is unable to solve either that problem or another similar one. For
Thus, meaningful learning depends on individual preparation.

The way in which meaningful learning is learned, acquired, and developed is

from a problematic situation when relating prior knowledge with
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the newcomers, in a process in which various capabilities are deployed such as
observe, compare, analyze, reason, understand and experience, among others, this
Yes, it is learned actively by overcoming difficulties when it is achieved.
think to overcome them, in collaboration with the teacher and classmates.

According to Piaget, learning occurs when faced with a problematic situation (conflict)
cognitive), new knowledge is related to existing knowledge
(mental structures) creating a disruption that when overcome (assimilation) and
Integrating new knowledge results in a change in mental structure.
(learning) producing what is called equilibration.

In this framework of building meaningful learning, knowledge is the

state of knowing or being aware of something, is the set of knowledge formed by all types of
information that is stored in the mind, is a mixture of experiences,
values and know-how, which serves as a basis for the incorporation of new information.
Knowledge is acquired through various cognitive processes such as the
perception, observation, memory, experiences, reasoning and
social transmission.

For cognitive theory, knowledge is not a simple accumulation of data, its

essence is the structure formed by elements of information connected through
of relationships that form an organized and meaningful whole, this essence consists of
in learning general relationships, for example; the 20 basic combinations that
include 0 as an addend: 2+0 = 2; 9+0 = 9; 0+3 = 3; 0+7 = 7, are
manifestations of the same relationships and summary of many particular cases
offering a solid foundation for storing and recalling information in a way
significant.

In constructivist and cognitivist theory, it is believed that the child is shaping

a structure of knowledge that typifies knowledge. According to Monereo (2004) it
clasifica en tres tipos de contenidos: declarativos, procedimentales y actitudinales.
The delimitation and location of these typologies allow for intellectual construction.
to understand the thinking and behavior of people (Monereo,
2004, p.38).

In the case of mathematical knowledge, the characteristics of are manifested

carry out a set of actions that are ordered based on processes, steps or
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procedures that guide educational activities towards the achievement of a goal
specific or learning objective. The aspects that define a content
procedural sound:
Perform actions with motor or cognitive components such as: jump,
cutting, threading, shaping, etc.
Identify in the contents the performance of few or many actions.
Carry out actions with a specific sequence or order based on the
learning situations and how to apply it. It is commonly considered
algorithmic and heuristic.4

Teaching and learning procedural knowledge requires starting from

patterns or models that help the child understand mathematical thinking
in such a way that it guides the execution, application, and reflection within the framework of a
sequence and order that helps to learn the specific procedures in
everyday situations and in different contexts.

Based on this, knowledge is formed by various pieces of information,

assimilated and understood by people in a particular way, resulting from age,
experience and context in which they develop, and learning is the process
through which said information is transformed and reconstructed from
of one's own intellectual activity to give it a new understanding. The
knowledge is the foundation for learning new knowledge. If
Learning is thinking, and to do so it is necessary to organize the information one has.
and relate it to new knowledge, however, learning does not
It is the accumulation of knowledge because that is where the nonsense lies.

The pedagogical alternative that facilitates the construction of knowledge under the
the approach of learning to learn is part of the didactic structuring of learning
based on problems that allow him to interact, analyze, decide, build and
solve the various situations that arise in everyday life. This
alternative is a social process that is linked to feelings, affections and the
intellectual capacity, where it establishes relationships, comparisons, inferences,

4The algorithmic refers to the execution of actions with fixed or predetermined procedures with
a sequence and order that regulates the acquisition, development, and understanding of mathematical content.
The heuristic is initially related to the handling of the sequence and order.
predetermined that allows the child to carry out or create new ways of performing actions.
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abstractions and arguments, among others, in such a way that this approach
Pedagogical aids in the structuring of the child's thought.

The experiences, events, and the evolutionary process of the student are manifested in
educational needs to develop reasoning abilities of the
concept of number (cf. PEP, 2004, p. 73).

Social construction of knowledge

Lev S. Vygotsky's theory known as historical-cultural theory provides a framework

theoretical to understand the processes of teaching and learning. Vygotsky
agrees with Piaget that children construct their knowledge. The difference
is based on Piaget's assertion that it is constructed through interaction with objects.
physicals, while for Vygotsky, learning is socially mediated by
to emphasize the experience and ideas of the teacher, because they mediate and influence
in the student's learning.

Vigotsky supports the idea of cultural influence on learning, as the mind

it is the product of human history (phylogenesis) and individual history
(ontogenesis). It points out that knowledge was being transmitted from generation to
generation through culture, the child appropriates the accumulated knowledge and
use that information to think, so that the mental processes that
what happens at first is shared socially and later
they move to the individual level.

The construction of higher psychological processes is one of the central axes.

from Vygotsky's theory, perception, attention, intelligence, thought,
the analysis, the synthesis, and the reflection, among others, are part of a long process
socio-genetic historical. The evolution of higher psychological processes has
based on biological factors (elementary psychological processes such as perception
simple, involuntary attention, elemental memory) and evolve through the
social interactions, mediated by cultural elements resulting from evolution
of society, it is what Vygotsky called the law of double development, which explains
the following way: In the cultural development of the child, every function appears twice
sometimes: first at the social level and later at the individual level; first among people
(interpsychological) and then, within the child himself (intrapsychological) (Riviere,
cited by Martí, 1991, p. 136.
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In the genesis of higher psychological processes, the fundamental principle is
interpersonal relationships in a way that reality is mediated with others
people and with physical and psychological instruments (tools and signs) that are
product of cultural evolution. A tool is a conductor of the person
about the objects with which it interacts to modify them and it is of an external nature.
Mediation is also symbolic, that is, through signs and is of a character
internal since it takes place in the mind, through them the subject internalizes, interprets,
it relates and assigns meaning to the information it possesses.

Language and thought are what Vygotsky calls 'psychological tools.'

The school is the social space where mediation processes take place.
and the teacher takes on the role of mediator in the construction of the processes
psychological through teaching strategies (group organization, styles and
forms of intergroup communication, methods, techniques, teaching materials, the
use of technology, among others, to facilitate learning, this educational action
it constitutes a scaffolding process which has two main traits: 1) the
a teacher as a cultural agent is the one who defines the learning task by taking into account
it accounts for the real development area of the subject when posing a situation that is
challenging and 2) the mediation or scaffolding that the teacher provides is greater when
the less competition the student presents.

This dynamic of operations where culture and subject appropriate each other is the
proceso que Vigotsky denominó internalización o interiorización y que hace
reference to self-construction and psychic reconstruction. Internalization is the
precursor process of the "zone of proximal development". This process is the creator of
the personality, of individual and social consciousness in which they intervene
mediation instruments highlighting language.

The next development zone was defined by Vygotsky as: 'the distance between the
real level of development, determined by the capacity to solve
regardless of a problem, and the level of potential development, determined to
through solving a problem under the guidance of an adult or in collaboration
with another more capable companion” (Vygotsky, 1988, p. 133).

The level of real development is identified with final products, they are the functions.
psychic abilities that have already reached a certain level of maturity and the zone of development
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next, it allows identifying the functions that have not matured yet and are in
maturation process.

The vision of mathematical thinking from the plans and programs.

The Preschool Education Program is national in character, establishes purposes

fundamental, is organized around competencies and its nature is open;
part of recognizing the traits that contribute to the development of potentialities
of children, essential purpose of preschool education and renewal
curricular, focusing on the following purposes:

a) Contribute to improving the quality of the educational experience for children

during preschool education; for this, the program starts from
the recognition of its capabilities and potential establishes in a way
it specifies the fundamental purposes of the educational level in terms of
competencies that students must develop taking as a reference what they already
they know or are capable of doing which contributes - moreover - to better care
of diversity in the classroom.

b) The articulation of preschool education with education is sought.

primary and secondary. In this sense, the fundamental purposes that are
The guidelines established in this program correspond to the general orientation of education.
basic. (PEP, 2004)

In order to make explicit the conditions that favor the achievement of the
propósitos fundamentales, el programa incluye una serie de principios pedagógicos,
criteria that must be taken into account for planning, development and
evaluation of educational work, as can be seen in the following schema:

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Among the fundamental purposes, it is important to highlight those that pertain to the
training field of mathematical thinking, which will be favored through
educational experiences that support the developmental processes of children and the
girls gradually:

Build on the acquisition of mathematical notions from situations

that demand the use of their knowledge and abilities to establish
correspondence relationships, quantity and location between objects; to estimate
and to count, to recognize attributes and compare.

Develop the ability to solve problems creatively by

game situations that involve reflection, explanation, and the search for
solutions through own strategies or procedures, and their comparison
with those used by others (PEP, 2004, p.28).

Similarly, for the development and organization of this document

work took into account the pedagogical principles: characteristics
infantile and learning processes; diversity and equity and intervention
educational. That support the work of the educator and provide her with a reference
conceptual about the characteristics of children and their learning processes
and they mark the work route in school groups and guide the profile of
student output, based on competency-based work and grouped
in six formative fields:

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 1. Personal and social development.
2. Language and communication. 3. Thought
mathematician.
4. Exploration and knowledge of the world.
5. Artistic expression and appreciation.
6. Physical development and health.

Addressing the mathematical thinking formative field promptly is a priority.

because it is the only one that prevails in the curriculum map5from basic education, its
formal beginning responds directly to the development of the child's reasoning,
where numerical abstraction and numerical reasoning are required, which are the
fundamental basic skills in the educational field of
Mathematical thinking.

During preschool education, play and problem-solving contribute

the use of counting principles (numerical abstraction) and techniques for
count (beginning of numerical reasoning), so that children can build
gradually, the concept and meaning of number (SEP, 2004, pp.71-72).
The construction of spatial thinking is manifested in the abilities of
reasoning, when relationships are established with and between objects, in which
its attributes are recognized through comparisons that are the basis for
formation of concepts of space, shape, and measurement.

Mathematical activities stimulate new knowledge that children

they show through language and through interaction with their peers what they
it allows for the sharing of various problem-solving strategies,
confront their knowledge and realize their achievements, thus enhancing the work
collaborative, respect for the opinions of others, trust in their abilities
and the love of learning.

PEP'04 in the educational field of mathematical thinking is organized into two

aspects related to the construction of basic mathematical notions: The
Number and Shape, space and measurement, here is the way in which the

5
Se encuentra en el curso Básico de formación continua para maestros en servicio, “El enfoque por
basic education competencies 2009
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Child builds the numerical concept according to two theoretical approaches: the theory
psychogenetics and the information processing theory.

1.1.1 Number.

Genesis of the number

The child has been in contact with mathematics from a young age and naturally.
it interacts and learns numerical concepts, in such a way that when
Entering preschool already has experiences that serve as a foundation for learning.
more formal, which allows for the design of enjoyable, fun educational experiences
and above all significant.

The epistemological studies about the construction of the concept of number

they have made contributions on how children learn it. Two of the
approaches that have addressed this content include Piaget's psychogenetic theory
which highlights logical reasoning and the theory of information processing
(Baroody) in which quantitative reasoning is emphasized.

In Piaget's theory, the construction of number is built from operations.

classification, serialization, and one-to-one correspondence.

Classification: it is a logical operation through which the individual is capable of

organizing the world around you. In general terms, classifying is establishing
relationships of similarity, difference, belonging, and inclusion.
Belonging: it is the relationship established between each element and the class.
of which it is part depending on the classification criterion, (shape, color,
size, species, breed, etc.; belonging is based on similarity.
Inclusion: it is the relationship established between each subclass and the class of
which is part of, for example in the collection "the roses", the subclasses
they would be the red roses, the white ones, the pink ones, etc.

The classification also includes two properties: the understanding that refers to
the qualities of objects that allow them to be included or not as elements of a
determined class, and the extent that relates to the quantitative aspect of
the collections (cardinality) where the total number of elements of a class is included,

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for example, the class of 5 is made up of all the collections with that number
of objects, is based on the relationships of belonging and inclusion.

La seriación: es una operación en la cual se establecen relaciones entre las

differences between objects and arrange them. Example of elements that can be sorted
sounds, bills, colors, textures, etc. The sequencing is carried out in two
senses, increasing and decreasing and has two fundamental properties that are the
transitivity and reciprocity.

Transitivity: it is the relationship that is established between an element of a

series with the following and this with the subsequent, for example if 2 is greater
that 1, and 3 is greater than 2, it can be deduced that 3 is greater than
the 1 without needing to carry out an effective check.

Reciprocity: it is when an element is considered at the same time as

greater than the previous one and less than the subsequent one. For example, if compared
the number 2 with 3 the relationship is 'less than', but if the order is reversed
from the comparison, the 3 with the 2 also reverses the relationship and will be 'greater'
what

The correspondence is the comparison of two quantities, an action that can

to be carried out either effectively or by combining the elements of both
collections in term-to-term correspondence or one-to-one correspondence.
Operation that establishes a one-to-one relationship between the elements.
of two sets to compare them quantitatively. This operation plays a
important role in the construction of the concept of number since through it
It is possible to determine whether a set is equivalent or not.

The information processing theory emphasizes the development of

quantitative reasoning as a precursor in the construction of the first
arithmetic knowledge is acquired through the development of skills
of the count.

Baroody (1988) claims the existence of several theoretical principles on which it is based.
the counting mechanism:
1. Stable order. The approach to counting reflects acquisition and memorization.
of numbers unrelated to the objects being counted.
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2. Correspondence. In this principle, the child establishes a one-to-one relationship.
between the name of the number that it says and the object that it counts.
3. Uniqueness. Each element of the collection is counted only once and assigned
a distinct and unique number for each one.
4. Abstraction. It is characterized by the distinction between physical characteristics of the
elements of a collection and assumes that they may be made up of
any kind of objects.
5. Cardinal value. He realizes that the last number he counted corresponds to the
amount of the entire set.
6. Irrelevance of order. In this principle, the child comes to understand that the
the order in which the elements of a set are listed does not affect the
cardinality.

In the construction of the numerical concept, the verbal numerical sequence, Fuson
claims that they express it since the beginnings of development as firsts
word number. Initially, they locate parts of the sequence, later on
they learn the sequence, the order, and the entirety of the elements that constitute the
number. According to Fuson (1983), there are five levels of elaboration of the sequence
verbal numeric and three types of counting strategies which are stated at
continuation:

a) Levels of development.
1. Sequence. Children can orally count two or three terms and reach
to omit some (1,2,3,8,9).
2. Unbreakable list. The words are separated but the sequence exists.
(1,2,3,4,5… how many elements does the set have, when does it have to start to
count, you can start counting again, or continue counting by adding two
or more numbers to continue where it left off).
3. Fragile chain. The child can start counting from the number one.
the location of the sequence or count may start in a different place doesn't it
necessarily from one.
4. Countable chain. Children can easily count forwards or backwards.
backwards without losing the sequence of the number. It implies an abstraction of
the counted or matched word-number using appropriately the
counting procedures with the procedure of adding or summing.
5. Bidirectional chain. The sequence can be played in any direction, it is
the culmination of the process of developing the concept of number.
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b) Counting strategies
1. Ascending. When counting forward.
2. Descending. It is the countdown, so it requires a mastery of the
range of the numerical series, because it counts backwards.
3. Double counting. It involves a double mental effort since the student assigns
a double value to each numeric label. You can add and remove easily,
identify the order of the number, as well as the inclusive quantities in a
same number.

Los usos de los números en diferentes contextos se delimitan a la construcción de

cardinality and ordinality of it. Counting the number of objects implies the
cardinal aspect; the order in which the number or object is placed is the aspect
ordinal; the identification of symbols, signs, and representations of objects and
numbers are referred to as the use of codes; the location of the data that
it expresses the amount in long, short, wide, narrow, bulky, light, heavy,
afternoon, tomorrow, etc., refers to the unit of measure; finally, when it
calculate the value of an object or number different situations are combined that
allows to operate with the number.

1.1.2 Space shape and measure

The second aspect that PEP04 presents to us for organizing competencies is

In terms of Form, space, and measure, the proposals of some will be addressed.
authors.

The development of the notions of space, shape, and measure is facilitated by

the manipulation with various materials of different shapes and sizes that
allow comparisons to be made through the recognition of their qualities.

Space
The structuring of space is a representation that the child constructs of
gradual and progressive manner through movements, displacements and
orientation in space. In the evolution of spatial construction, there appear
first the topological relations that consist of a special type of geometry
that studies the relationships between objects, places, or events, for what it is

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it is necessary to provide children with varied topological experiences in spaces
of various sizes that favor the development of spatial skills.

Activities such as estimating distances to be covered, recognizing and naming objects and their
properties, separate them, organize them, describe where they are and the distances between
they are some activities that can be used to make comparisons of
similarity and difference that enable the formation of frames of reference for
the spatial location.

The estimation of distances is related to the appreciation of dimensions.

of the different objects. Also, the psychomotor game is fundamental in the
learning geometry, the construction of space and time and as a basis in the
knowledge of the line, the point, the angle, the volume, and the perimeter.

Shape

The study of shapes examines rigid figures, their properties, and the relationships between them.
others. The word shape refers to the spatial figure of things, and it
conceptualizes like its external appearance. In the form of a geometric figure
spatially, comparisons of size, color, texture, and position can be made:
Size: it is the comparison that is established between shapes with respect to
greater and lesser.
Color: color and texture constitute the superficial aspect of the shape.
Texture: it is the external appearance that is perceived through sight and touch.
touch.
Position: it is the relationship that is established between the form and the field of the
visual perception such as horizontal and vertical.

Classification of shapes.

Objects are classified according to their spatial shapes into circles, squares, and
equilateral triangles. Each of these shapes has its own characteristics and
they are the basis for the formation of new ones.

The way children learn shapes is informally in the

experiences with their family, and more formally, in school while interacting and manipulating
an infinity of objects, by identifying different shapes and by making comparisons
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among them. The spatial or three-dimensional figures (spheres, cylinders, cones,
cubes and prisms are taught before the flat shapes (circle, square, rectangle,
rhombus and ellipse) because they are the ones that can be identified in the immediate context.
These shapes have volume, mass, and three dimensions: length, width, and depth.
They can be seen from different angles such as from the front, from the side, or from behind.

On the other hand, two-dimensional or flat shapes have two dimensions, width.
and long both the paintings and the photos belong to two-dimensional forms
because they are only perceived from the front side.

Measurement

Measurement involves counting and assigning numerical values to objects (physical and non-physical)
physicists), based on a formal numbering system linked to situations
of daily life in which the management of various situations is required such as
paying, calculating distances, and food preparation, among others.

Since they were little, children interact daily with situations of

measurement whether in a natural or informal way, that allows them to establish
comparisons that gradually lead them to the discovery of magnitudes
physical (numerical value). The actions aimed at building the notion
of measurement involve the use of the counting mechanism and therefore are
necessary experiences with estimation procedures. "Estimation is
a mental process to make conjectures about a calculation or result" (Laurent,
1976).

There are measurement situations in which estimation is used in the face of the
difficulty in giving them an exact value, such as, for example, to know the quantity
from the water that has been drunk throughout life, the result obtained is
produced through an assumption or approximation.

Measurement is a process that develops from the need to solve

problems of everyday life. In the past, measures such as the
fingers, the palm of the hand, fists, and steps among others. The beginnings of measurement
they are given from the equalization of quantities with respect to others and when making
comparisons of 'more than' and 'less than', using units of

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unconventional measurements such as body parts and other materials like ribbons,
paper, a pencil, wooden blocks, etc.

Chamorro (1991) defines three processes that help the child understand the
magnitud:

1. Consideration and perception of a magnitude. It is when children recognize

that objects can be measured and therefore contain a magnitude already
volume, weight, height, capacity and quantity and establish relationships
of comparison, equalization, and measurement.

2. Conservation of a magnitude. It is when the child understands that despite

of the change in properties that an object can have in its position, shape,
Size or any other still have a magnitude that can be measured.

3. Ordering a magnitude. When sorting objects, children use

criteria depending on the magnitude to be measured, making reasoning about
"more than" and "less than".

According to Piaget, magnitude in space consists of 'a movement since it applies

with what is measured about that which we must measure,” Chamorro (1991) mentions
three evolutionary stages in the development of the concept of measuring a magnitude:

Stage 1. It is the perceptual comparison which takes place through the senses.
this phase is subdivided into two sub-stages:

a) Direct estimation. It is when asking the child to make an equal chain.

to a model, it adds by observing the whole.
b) Analytical estimation. It is when body parts are used in the processes.
of measurement.

Stage 2. It is carried out through comparison where a third object represents

the mean term to differentiate the largest. It is divided into two
subphases:

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 a) Manual transportation. The child brings the objects closer completely to
compare them because their differences are not very evident.
b) Mean term. It is the use of a third element to establish the
measurement of an object.

Stage 3. When the student has not yet decided whether measuring an object requires a
large term or of a small medium, and the decision is made for the latter, because
consider that this way the measurement will be more accurate. It is at this stage that one...

perfects the unit of measurement, which passes through the following five
phases:

a) Absence of unity. It is when comparing two objects that a

third.
b) Object unit. The unit relates to a single object that resembles what
what is going to be measured. For example, if what is going to be measured is juice, the container
the required must resemble the vessel that contains it.
c) Situational unit. The unit of measurement used is in accordance with the
object to measure, that is, if the object is large the unit of measurement is also
it must be big.
d) Figurative unit. The child has a tendency to measure large objects with
large units and small objects with small units.
e) Proper unit. It is when the unit of measurement is the same for
all objects regardless of their size or shape and the result
the measurement will be a number.

Regarding the measure of capacity, the aim is for children to have

experiences about the concepts of "full", "empty", or "half full" through the
use of solid and liquid materials that allow him to achieve understanding
of the preservation of capacity, which is why it is necessary for the classroom to have
with different types of containers of different sizes and thicknesses so that the
children can have enough opportunities for manipulation.

Regarding weight, it is advisable to use scales and a variety of

materials of different weights and the execution of activities in which the students
use your hands at first to weigh various objects that
subsequently they will be checked with the scale.

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Time

The notions of time are gradually constructed by the child based on

to their experiences, their perception is oriented in intervals that are related
with their daily activities.

The measurement of time involves duration (elapsed time) and sequence. The
five-year-old children confuse physical size with time, so that the
Understanding the sequence of events and duration is achieved around the age of 8.
years old.

The concept of time is difficult for young children to understand, Piaget

affirms that 'children's understanding of time takes many years to develop.'
developing," (quoted in Susan Sperry) at that age, they still do not understand the
meaning of past and future, they live more in the present, however, the
work in this area can begin by starting from the
activities they regularly do, for example, the time they get up, the
meal times, play times, the days they do not attend school, the time of
sleep, etcetera.

Working in the kindergarten offers a plethora of activities through which

it is possible to enhance the understanding of temporal notions, some like
establishing a weekly schedule helps children anticipate "tomorrow" and
the "day after tomorrow", also the use of weekly calendars where one
They emphasize key activities such as what day and at what time does the music session take place.
the physical education, the honors to the Flag, what time? we go out to recess, or
the snack, among others, allows the educator to later make
a transition to the traditional calendar and plan special events such as the
birthdays and holidays. Through the use of hourglasses, it is
possible to register the duration that provides a feeling of intervals of
time.

Other activities can include calculating how long it will take to copy the image of a
story, or coloring a drawing. Outings also provide opportunities for
calculate the time when before leaving they are asked questions like how much
How long will the trip take? At what time will we need to board the bus again?
to be back at school? etc.
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1.2 Educational Intervention

The teaching intervention represents a fundamental point in the development of the

children's competencies. To understand what the term refers to,
it is necessary to know its meaning. In the Dictionary of the Spanish Language there
The intervention 'means' to take part in a matter.
intercede or mediate for someone

The educational intervention involves guiding and problematizing the learning process.
and one of the most important aspects is represented by the fact of 'respecting' the child
in the sense of stopping believing that 'he/she does not think', and that for this reason, the teacher must
"to guide it", understanding the above as telling it what to do and how.
he must do it, that is, solve the task for them without giving them the opportunity to do it themselves
find the solution.

Irma Fuenlabrada (2004) expresses, "the teacher has the need to direct the
orchestra and proposes one thing and immediately after expresses how he wants
"that the child responds to him/her." The same author believes that educators must
propose situations--problems and allow the children themselves to be the ones who
find a way to solve them.

Piaget in his studies showed a great interest in observing and listening to children.
to unveil the way they organize their thinking, for which it focused more
in the 'errors' than in his successes, because he believed that in mistakes lies the
mechanism of child thinking. Another interesting aspect of the studies of
Piaget accepts children's responses without imposing his expectations or
explanations about what is considered correct as an adult, because of
In this way, it is possible to follow according to his words; the intricate patterns of
childlike thinking without distorting it.

Letting children explore their problem-solving possibilities means

to glimpse other forms of intervention in the construction processes of
knowledge where the help offered to them is for them to overcome the
difficulties they face.

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From this perspective, providing opportunities for children to show
clearly everything they are capable of doing and how they do it, favors them taking
awareness of their own abilities, of their successes, of their mistakes and the
possibility of correcting them.

The teacher needs to be able to formulate questions that stimulate the ability to
search for children's responses in achieving meaningful learning.
Some aspects to consider when formulating questions are:

Explore the prior knowledge of the students.

That the students review the information they know or that is easy.
understanding, make judgments, conduct confrontations, exchange with their
pairs and verify hypotheses.
That they transform that information through anticipations, comparisons,
reflections, analysis, relationship building, hypotheses, etc.
They should evaluate the ideas, the results, and the procedures.

The educator must also counter-argue the children's hypotheses.

and offer counterexamples to strengthen or discard them. In PEP 04,
it mentions that the teaching intervention can vary according to the traits it adopts
effective, challenging, and stimulating, or conversely, ineffective, routine, and
discouraging. The basis for intervention aims for the educator to review
continuously its decision-making regarding the educational process, and the ways
in what promotes working with children.

The questioning about her teaching practice allows the educator to reflect.
about the type of strategies implemented in their educational work and if they are
suitable for promoting the development of children's skills, because
in the same way that you must know what your students know and are capable of
to do, it is necessary to recognize one's own teaching competencies, that is
que sabe y es capaz de hacer para orientar los aprendizajes y que de manera
conscious can plan, regulate, and evaluate their action.

1.2.1 Problem Solving

Problem-based work consists of the search for

non-mechanical responses through the formulation of questions in situations
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understandable for children, but that impose intellectual challenges, fostering the
mobility of reasoning abilities, when developing thinking strategies
in which prior knowledge is applied.

Knowing how to solve math problems means: "being able to use them with
defined purposes. To learn mathematics, students have to
to get involved in exploring, conjecturing, and reasoning… more than in learning
memorization of rules and procedures... to make sense of mathematics and
use them as a tool for reasoning" (Vila, 1991, p. 20).

A problem represents a whole search process and the elements with which it
it accounts for the prior ideas, the data of the problem and the materials, in addition to the
teaching guide and the collaboration of the group. A problem involves a challenge that requires
of a favorable climate that fosters trust, where there is no fear of
equivocarse, se compartan puntos de vista, se identifiquen los procesos y los
progress, questions are posed that encourage the exposition of ideas so that it
contrast, classify, generalize, argue, among many other abilities.

Problem solving should provide the opportunity for the manipulation of a large
variety of objects that support reasoning and allow the teacher to observe
the manifestations and processes of progress. The idea of a problem is conceived as
tool for thinking.

A problematic situation is a new situation about which nothing is known.

in advance the method of resolution. It implies that boys and girls have to
think to find one or several strategies that lead them to solve the
situation. Problem solving should be understood as the framework of
application of the different blocks of mathematical content based on the
real or simulated situations, drawn from the most immediate and close environment
to the boys and girls. Problem solving is about change. Inventing a
a new solution to a problem is a creative process as children devise
new strategies as they interact with a problem.

When a child solves a problem without a nearby and motivating context, the
dialogue does not take place; but if a real, possible, and easy situation arises
understand, this situation comes to life and becomes a source of dialogue, at the same time
which allows the teacher to understand mathematical thinking.
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In educational work, it must be noted that a competency is not acquired.
definitively: it is expanded and enriched based on experience, of the
challenges faced by the individual during their life, and the problems they manage to solve
in the different areas in which it develops. By virtue of its character
fundamental, the systematic work for the development of competencies (by
for example, the ability to argue or to solve problems begins in the
Kindergarten, but it is established as the purpose of primary education and
the subsequent levels.
1.2.2 The game as a teaching strategy

Since birth, the child has various needs that are basic for their
physical and mental development. Play is a fundamental aspect for development.
mental, social, physical, and emotional skills; it is a natural way that
encourages the expression of affections, fears, fantasies, recreation of situations
conflictual and the search for solutions; provides pleasure, awakens the
imagination favors the representation of the inner and outer world; it is a process
of construction and creation, it is also communication because it is established
relations with others is an enriching tool in learning and
it contributes to the affirmation of personality, among other attributes that it fosters.

Regarding this, Vygotsky argues that 'play also creates the zone of development.'
close to the child. The child's behavior in play is always beyond what
corresponds to their age above their everyday behavior; in play, the child
it seems much older than it is. The game contains the concentrated form, like
in the focus of a magnifying glass, all trends of development; it's as if
the child will try to exceed his usual level [...] the game is a source
of development and creates the zone of proximal development (Vygotsky, 1978, p. 74). The game
it is a matter of great importance, because it can make children perform
actions that would otherwise be more difficult to achieve, psychology categorizes it
as a necessary activity that promotes healthy growth.

The game allows observing manifestations of the child's thinking in the

problem solving; so that in the face of a problematic situation, their first
The reaction is to ask for help from the people close to him; however, supporting him is not.
it consists not in providing the solution, but in giving the opportunity to play
different ways and with an infinity of materials to promote reflection and
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mobilization of their competencies towards more advanced levels. J. R. Moyles
(1990) asserts that through play, very young children are capable of
formulate many 'why' questions, which provide clues about their interests and
mediante la ayuda más adecuada puedan sean capaces de buscar soluciones por
themselves.

Mathematics is immersed in countless situations throughout the day

school, it is enough for educators to recognize them and know how
they can be addressed, seeking one or several educational purposes, such as passing
list, the organization of classroom materials, and educational games. J. R. Moyles
indicates that 'the provision of deliberate, free, and exploratory playful occasions,
provides children with an active learning experience through which they will discover the numerous
preliminaries of the ability to understand and solve problems" (1990). These
playful actions can be through interactions with materials such as
identify, recognize properties, distinguish similarities and differences, describe the
objects in different ways, observing and anticipating transformations and changes,
organize and reorganize within a designated space.

Piaget proposes specific exploration as a type of play useful for examining

what the material is that will interact and what can be done with it,
guided game, which directs the exploratory toward a prior objective of
problem solving, a process in which the guidance of the educator is
indispensable to promote observation and reflection in a specific manner, and to
He must know the material and the possibilities it offers, as well as observe it.
that children do with it, constantly questioning them, listening to their
explanations, encourage them, trust them to solve on their own, allow
the intervention of each and every one, provide feedback to them, offer them an environment to
express oneself in a way that fosters trust and security in the face of mistakes and about
todo, que las situaciones problemáticas que se planteen sean retadoras y acordes
to its childhood characteristics, experiences, and prior knowledge.

The important thing is to observe the processes while allowing the search for solutions.
the child does it, and that through group interactions they are expanded and
enrich various possibilities for problem-solving, allowing that
they also express their feelings, how they organized the strategies used, that
difficulties they faced, how they solved them, etc.

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Cockcroft (1982) points out that the ability to solve problems is at the root of
mathematics combines the intellectual with the practical, and J. R. Moyles says that the
problem solving links basic skills with higher-order skills, connects
teaching with learning, unites direction with choice and essentially links the
game with work.

When using educational games, it is important to take some considerations into account.
important organizations that facilitate the achievement of the proposed objective:

The first thing is to present the materials and the rules of use to the group.
Organize the group into small groups
Later, during the game, the educator will observe various aspects
related to the contents such as difficulties, errors, the type of
interaction among students, the strategies they use, which will allow them
make interventions that help in building knowledge
of students in particular and of the group in general.
Record what has been observed to keep track of the processes.

It is essential that the mathematical experiences provided to children

are related to activities that are familiar to them, in that sense, the game
as a strategy constitutes a privileged means that facilitates stimulating and motivating
to the students in the full development of their capabilities and potential
a fun, natural, and engaging way in addition to meaningful learning

1.3 Diversity and equity

The concepts of diversity and equity are considered in educational policy.

international and national as ideological principles that influence the reformulation
the reconfiguration of another type of thought and social structure whose ultimate goal is
transcend in social justice.

The current educational policy stipulates in the National Development Plan 2007-2012, the
the purpose of fostering the development and well-being of Mexicans through

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creation of the economic and social conditions that allow the person
have access to a better standard of living by having equal opportunities.6

The people who make up the social groups of the different regions and
localities in the country face a variety of needs that require
immediate actions that encourage the population to seek educational alternatives,
Economic and social measures that help improve its situation. For this, the government
should seek and propose different opportunities fairly to resolve
the causes that give rise to those social needs.

Fregoso (2009) states that it is essential to consider the principle of equity.

from different dimensions, on one hand, that which addresses diversification
from the offer and, on the other hand, identifying the quality mechanisms in learning,
necessarily going through the guarantee of access and permanence of the
students.

In order for education to be equitable, it must offer the entire population the
opportunity to achieve and maintain an acceptable level of learning. For
consequently, its priority is to guarantee access and improve the quality of the
education.

This implies understanding the culture of diversity by identifying its approach.

as the line that will allow reducing or eliminating the duality of 'normal to abnormal' to
try to change society's perception and valuation and stop focusing on those
limits in the person. As López (2004) says, it is about accepting differences and
to visualize them as modes of being within a social context.7

Educate in and for diversity, trying to develop attitudes and behaviors

plural and supportive cooperatives, promote learning guidelines that encourage
all those involved in educational processes regardless of their sex,

6Itis based on the framework of the Universal Declaration of Human Rights of 1948 thus
like at the World Conference on Education for All in 1990 to guarantee that right to
everyone, regardless of their particular differences.
7Delors, (1996) in his report for UNESCO, specifies that it is essential to adopt respect for the

diversity as a fundamental principle to combat forms of exclusion.

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race, culture, disability... it must be a principle and a goal of education but
also path and process (Illán, 1997, p.30).

Therefore, it is essential that education professionals and the different

educational actors take into account the keys proposed by Peñafiel (2006) for
that the educator manages to assume and appropriate the aspects that facilitate the
step from a process of integration to schooling for all.

End of education. To know and understand what the purpose of the school is.
and what kind of man one wants to shape. Where the formative task is headed.
Psychological foundation. Identify the different approaches of the theories.
of learning and to delve into the constructivist, without losing sight of the
cognitive and social approaches.
Teacher methodology. It involves a methodology that guarantees the
normalization process of the student with educational needs
special needs associated or not with a disability and promote attention to
all the students who are part of the school group.
Professional attitude. Accepting diversity as a fundamental principle of
school process. Seeking common goals through appropriation and
implementation of the mediating role to facilitate the construction of
knowledge.
Curriculum adaptation. It is necessary to visualize the curriculum as open and flexible.
that allows for addressing the individualization of the teaching process in a
continuum of decision-making levels that allow them to start from the context and the
characteristics of the student to carry out the relevant curricular adjustments
to promote learning without losing sight of goals and intentions
educational.
Coordination of the teaching staff. Accompany and advise the educator so that
can provide a pedagogical response to meet the needs
special educational.
Coordination with parents. Create a shared responsibility in decision-making.
decisions for schooling and collaborative attention of the process
of the student's development.
Teacher training. Create the conditions for the professional of
education encompasses the teaching processes from a perspective
holistic, global, and integrated that facilitates the care of groups
heterogeneous and diverse.
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 Coordination with other administrations. Establish links and agreements
inter-institutional to strengthen the processes of attention to diversity
educational.

To achieve these educational and social principles, it is also necessary to have

given these keys, respond to the needs of the classroom and the students. In
In this sense, Illán (1997) states that to achieve the goal, it is essential to promote three axes.
central: a) a change in attitude of the education professional towards the new
educational and organizational proposals; b) a scientific update and
didactics; c) believe in the psychopedagogical aspects that support training
initial and permanent training of the teacher in such a way that teaching achieves being
comprehensive and integrative.

2. Didactic Proposal

2.1Guía Articuladora
The fundamental objective of this booklet is to provide you with
education professionals the teaching tools that allow them to
develop mathematical thinking competencies in preschoolers.

a) Establish the relationship between the description of the mathematical knowledge object and the principles.
pedagogical and didactic elements that allow him to understand the strategies for
facilitate the construction of mathematical thinking.
b) Identify the forms of articulation that promote the construction of knowledge.
c) Conceptualize mathematical thinking and its teaching methods.
d) To have teaching tools that help the student learn to learn.

This booklet as a teaching guide is based on two theoretical principles. The

first, from a cognitive point of view. Mercer defines as the tool that
it serves to build a relationship between the teacher and the students (1998, p.195) through
from the delimitation and location of cognitive processes that facilitate the processes
of communication and interaction with the aim of knowledge and the way of
structure it.

The second refers to the didactic and guiding point of view of learning, for
García

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Aretio, the didactic guide is "the document that guides the study, bringing it closer to the
cognitive processes of the student the teaching material, so that he can
"work on them independently" (2002, p. 241). It is the instrumentation of the
curricular and pedagogical organization that links, specifies, and guides the work of
student to respond to the proposed educational intentions. The dialogue between
both approaches facilitate the planning, implementation, and evaluation of
proposed object of knowledge.

The Didactic Guide is the educational material that includes the following characteristics:
It is a valuable tool for motivation and support for the development of the teaching process.
Clearly and coherently express the expected learning outcomes of boys and girls in education.
preschool.
Define the didactic-curricular elements and components that allow for task management.
pedagogical.
Promotes self-learning by creating conditions for self-study.
It integrates various teaching resources (explanations, examples, comments, diagrams, and others
actions performed by the teacher in face-to-face sessions.
It is a scaffolding and mediator that enables the construction of knowledge and learning.
self-employed.
Situate the theoretical reference that supports the pedagogical principles.
Articulates the proposal of didactic resources with the pedagogical approach stipulated in the
official plans and programs (PEP, 2004).
Proposes a conceptual and methodological process that guides the learning processes.

2.2 Resources and means

For the development of their activities, the teacher needs to incorporate materials.
that support their educational work, so that their students' learning is facilitated
and at the same time be more pleasant and attractive, which is why to select them
it should be ensured that they are related to the contents and with the objectives that are
aims to obtain.

In order to establish a common language, it is advisable, even if briefly.

let's approach the concept of some terms such as teaching material, medium
and resource. Most authors do not fully agree on the
meaning of these terms. Thus, in many cases, they are used as synonyms or
small conventions are made for more or less fashionable use, and at the end of
the question is added any adjective, audiovisual media, computer media; or
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a group of words, means of social communication; as material or
Teaching or curricular materials are relegated to the use of other means.
(Moreno 2004, p. 2).

Perhaps the term we find defined most often is that of materials; thus, for
for example, Zabala (1990) defines curricular materials as: Instruments and
media that provide the educator with guidelines and criteria for decision-making,
both in planning and in direct intervention in the teaching process.

Didactic media and resources are understood to be all those instruments that by
on one hand, they assist trainers in their teaching task and on the other, they facilitate to the
students the achievement of learning objectives (Rivas and Ahumada S/F: 8).

Didactic materials can be defined as the tools that assist in

teacher build knowledge; and, finally, the teaching materials would be the
products designed to assist in learning processes.

The educational medium is any material created with the intention of facilitating
learning, both a blackboard and a projector could be didactic tools
slides, a textbook, a multimedia program, or a computer.
Both the media and the teaching resources can be considered as a
tool that helps in the educational work, as long as it is used properly
correct.

Regarding the concept of resource, it has generally been understood as the use of
all kinds of teaching materials. A classic definition can be found in Mattos
(1963) for which instructional resources are: The material means of which are
is designed to guide the students' learning.

The educational resource, according to Graells (2000), is any material that is used with
a didactic purpose or to facilitate the development of activities. The resources
Educational tools that can be used in an educational situation can or cannot be means.
didactic, for example a video with which it is intended to achieve the learning of the
volcanoes and their dynamics, is an educational material because it aims to teach, but the
video of a report on volcanoes although it is used as an educational resource in itself
It is not a teaching material because its purpose is only to inform.

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We understand, however, that there is indeed a difference in the terms. Thus the term
resource is broader and would encompass the others. From a didactic perspective
we could say that resource is a way of acting, or rather the capacity to
decide on the types of strategies that will be used in the processes of
teaching; it is therefore an inherent characteristic of the capacity for action of
the people.

Graphically we would have:

Currently, there are countless educational resources available to teachers.

and with those who can improve the quality of the teaching/learning process, which
they go from the simplest ones like those taken from nature, (for example with
a pile of small stones makes it possible to work on mathematical notions such as 'many',
few), an event, a reflection, a package of acetates and slides
electronics up to those of the so-called new information technologies. Without
embargo, it is important to consider that not all materials used
they were created with an educational intention, which is why it is necessary to distinguish
the concepts of educational resources and educational means.8

Components of the media:

The system of symbols (textual, iconic, auditory) that it uses.

The material content (software), consisting of the semantic elements of the
contents, their structuring, didactic resources, the form of presentation and the
style.
The technological platform (hardware) that supports and facilitates access to
material.

8
For a better description, consult the Dictionary of Educational Sciences, pp. 412-413.
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 The communication environment with the user, which provides certain
mediation systems in the teaching and learning processes

Functions of the media:

Provide information. Virtually all educational resources.

they explicitly provide information: books, videos, programs
computer scientists
Guide the learning. They help to organize information, to relate
knowledge, to create new knowledge and apply it... That's what it does
a textbook for example.
Exercising skills. For example, a software program that demands a
determined psychomotor response to its users.
Motivate, awaken, and maintain interest. Good educational material always
it should be motivating for the students.
Evaluate knowledge and skills. The knowledge and skills that
they have, like the questions from textbooks or programs
computer scientists.
Provide simulations. For example, a computer flight simulator.
that helps to understand how to fly an airplane.
Provide environments for expression and creation. This is the case of the
word processors or graphic computer editors.

Considering the technological platform (hardware that serves as support) on which

the teaching materials are supported, and therefore educational resources in general,
they are classified into three large groups, each of which includes various
subgroups:

1. Conventional materials:

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 Printed materials (texts): books, photocopies, newspapers, documents...
Teaching boards: blackboard, flannel graph...
Manipulative materials: cutouts, cardboards...
Games: architectures, tabletop games... Materials
from the laboratory...

2. Audiovisual materials:
Projectable still images (photos): slides, photographs...
Sound materials (audio): cassettes, records, radio programs...
Audiovisual materials (video): audiovisual montages, films, videos, programs of
television...

3. New technologies:
Educational software programs (CD or online): video games, authoring languages,
learning activities, multimedia presentations, encyclopedias, animations and
interactive simulations...
Telematic services: websites, weblogs, virtual tours, webquests, treasure hunts,
email, chats, forums, teaching units and online courses... TV and video
interactive.

2.3 Organization of the Proposal

It is based on the pedagogical principles of the PYP 2004, which are presented
for your understanding in a conceptual construction of theoretical elements that
define the concepts and perspectives of the different approaches that underlie in
the official proposal. Based on this approach, the aforementioned principles are specified
in a synthetic manner in this booklet with the intention of providing
tools for the use of teaching resources that are the means for the
construction of learning processes in mathematical thinking.

The conceptual clarity of the object of knowledge and the pedagogical strategy of
process of constructing mathematical logic in the aspects of number and shape
space and measurement guided the design of technical data sheets that consist of a series
didactic suggestions that guide the teaching strategy for the professional
of the education that participates at this educational level.

The organization of this proposal also facilitates reflection and exploration.

of the conceptual and methodological elements that promote the modification of the
educational practice in the teaching of mathematical thinking.
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To accommodate this approach, the educational resources and the
technical sheets related to each mathematical aspect, so that each one
they will promote the development of a constructive process of competencies in
this field of knowledge.

Aspect Card
Little worms
Number Fish and crabs
Supermarket products
Coins
Shape, space, and measure Figure domino
Let's build with geometry (shapes and colors,
geometrizing, creative geometry
mechanical sheet
Color squares (color tiles)
Corto y largo
Mathematical balance
The calendar

2.3.1 Structure of the didactic sheet

Name of the sheet. The educational sheet is named according to the name.
granted to the material by its characteristics.
Description of the material. It details the material that makes up the game, both
in quantity as well as their physical characteristics.
Supplementary Material. In order to carry out the teaching suggestions.
Support materials that are easy to acquire and design are considered.
Competence. Each guide defines the competence that is desired.
to support through the teaching suggestions. These are chosen from
preschool education program of the field: mathematical thinking.
Performance. These are the actions that the child will have to demonstrate.
make the teaching suggestions. The achievements of
learning.
Indicators. It is the parameter that indicates where it should be directed.
the didactic suggestion and indicates the learning process that the child follows
through the use of the proposed material. It is organized into four levels.
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 from academic achievement. (Taken from the Excale results, see annex.
Booklet II Achievement levels
Below basic. Indicates significant deficiencies in mastery.
curricular of knowledge, skills, and school abilities
that express a limitation for being able to continue progressing
satisfactorily in the subject.
Basic. Indicates an essential mastery of knowledge.
school skills and abilities necessary to be able to continue
progressing satisfactorily in the subject.
Medium. Indicates a substantial domain of knowledge, skills.
and school skills that demonstrate a good
utilization of what is provided in the curriculum.
Advanced. Indicates a very advanced or superior domain of
knowledge, skills, and school abilities that reflect the
maximum utilization of what is provided in the curriculum.
Type of organization. Indicate how it is proposed to carry out the
didactic suggestions:
Individual
Team
Group
Teaching suggestions.
These are activities proposed for the educator to start a
systematic work in the development of competencies.
Based on these and the characteristics of their students, the educator
he/she will design those that he/she considers pertinent for their progress.
Suggestions were designed for each level of achievement. To know
more.... It is a space intended for...
Provide bibliographic references to enhance knowledge
about mathematics in teachers.
Clarify some mathematical notions.
Provide suggestions to link that record with another one

2.4 Teaching Modules

2.4.1 Number

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Little worms

Material description: Supplementary material:

Various plastic colored chips Cards with the numbers from 6 to 13
Blank cards to record the numbers of
6 to 21
Pencils

Competition: Performance:
Use numbers in varied situations such as listing and counting the tokens.
they imply putting into play the principles of stating the numerical series.
count. Compare collections with larger quantities or
equal to 6 and less than or equal to 21.
Identify the number in a collection.
Identify and represent quantities in form
conventional or unconventional.

Achievement level: Below basic Indicator: Enumerates objects orally

from one to whoever knows (maximum 20)
following the order of the numerical series.

Organization:

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Didactic Suggestion:
Gather teams of five children and give them buckets with the worm material.
Show the cards to the children and tell them that with these cards we can make little worms.
Establish some rules for their use, for example: Avoid putting them in the mouth, leave the
pieces in their place, pick them up from the floor if they fall, etc.
Let them play with the material freely so that they can explore it.
Observe what they do with the material and show them how to assemble the figures.
Request that they put the material back in their containers in the center of the table.
Give instructions where the teams connect chips from 1 to 20 and form little worms.
for example:
Unir:
13 blue chips to make a little worm.
9 yellow tiles to form another little worm.
18 brown tokens for another worm.
Check and request that they count the cards with which they made their little worm.
Help children count the tokens one by one by establishing correspondence between
the object and the number.

Indicador: Enumera de manera oral objetosNivel de logro: Básico desde

the one and even the one who knows (knows at least twenty, and a maximum of thirty)
following the order of the numerical series.

Compare collections and establish relationships in

situations of inequality, identifying where
there are more elements.

Organization:

Didactic Suggestion:
Gather teams of five children and give them a game of worms.
Give instructions for the children to connect pieces from twenty to thirty as follows:
Join:
23 cards to make a little worm.
28 pieces to form another little worm.
26 chips for another worm.

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 Go to the teams to verify that they have the tickets they used for their little worm.
Question the children by asking: Of these three little worms, where are there more tokens?
Request a team representative to explain where there is more and why.

Indicador:Utiliza números para representarNivel de logro:Medio.

quantities greater than six but less than ten.

Use numbers to represent quantities

greater than or equal to nine but less than or
equal to 13.

Organization:

Didactic Suggestion:
Gather teams of five children.
The educator should create cards in the white cards where she writes the numbers.
from 6 to 13
Show the group a card and say: "Each child is going to form a little worm with this number."
Example 7.
Ask the children to perform oral counting and number the cards.
Say, 'Now they are going to form a worm with this number 9.' Continue
the game with the remaining numerals.

Didactic suggestion:
Gather teams of five children and distribute a game of little worms.
white cards and pencils to the teams.
Tell the group: "Each child is going to form a worm with 9 pieces," when they have formed it,
They will have to write on a card the number of tokens they used.
Repeat this exercise where the children write the numbers greater than 6 and less than 13.

Indicador: Dice los números que sabe enNivel de logro:Avanzado.

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 order ascending sine
to make a mistake, starting from one and
reaching a range of 31 to 89.
Use numbers for represent
quantities greater than or equal to 13 but less than
or equal to 21.

Organización:

Didactic Suggestion:
Gather teams of five children.
Place a set of worm tokens, white cards, and some in the center of the table.
pencils.
Propose to the team to design a worm of various colors that passes 31 tokens.
Invite the children to count and enumerate correctly the number of tokens they used to
form your worm.
Repeat this activity by inviting the child to increase the number of tokens and expand it.
counting range, from 31 to 89

Didactic Suggestion:
Gather teams of five children.
Place a set of tokens with the numbers from 13 to 21 in the center of the table.
Tell the children: 'In the team, you are going to form a worm with 13 pieces' once they form it.
Look for the card that represents that amount.
Repeat the activity with the numbers from 14 to 21. The decision of the number to work on with the child.
it depends on the characteristics of the group.

Didactic Suggestion:
Form teams of five children.
Place in the center of the table a set of tokens with the numbers from 13 to 21.
Request the teams that each child takes a token from the center and according to the number that they
correspond, form a little worm where they use the number of tokens that represent that
amount.
Share what number you took and count the tokens you should have used.

Didactic Suggestion:
Reunir equipos de seis niños para formar 3 binas.
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 Place a set of white chips and pencils in the center of the table.
Say: 'Each team is going to form a worm with 15 tokens; once they have formed it, they will have to...
write on a card the number of chips they used
Repeat this exercise where the children write the number greater than or equal to thirteen and less than or equal to.
to twenty-one.

For More Information:

SEP (2004) The definitions of gather, unite, and join can be found in the training course and
professional update for preschool education staff. Volume I, in the module of
mathematical thinking, p.230-231.
SEP- CONACYT (1995) The teaching and learning of arithmetic in third grade of preschool.
Michoacán, Mexico, pp. 42-48.

Representation
SEP (1994). Genesis of mathematical thinking in preschool children, in topic II, representation
Graph of quantities and their genesis towards the numeral, in the basic anthology, pp. 44-72 and in the
complementary, pp.26-37.

Oral counting:
SEP (2004) Training and professional updating course for preschool education staff.
Volume I, in Annex II, the number and the numerical series, pp.249-257.
SEP- CONACYT (1995) The teaching and learning of arithmetic in third grade of preschool.
Michoacán, Mexico, pp.24-30.
UPN (1994). Genesis of mathematical thought in preschool children, topic III, counting in children,
basic anthology, pp. 73-97 and in the supplementary anthology, pp. 38-52

Fish and Crabs

Description of the material: Complementary materials:

Board with 50 numbered squares in the form of cards with numbers, tokens, concrete material
Shells. (Chips, tokens, and beans) and labels for the
36 illustrated cards of fish and crabs. name.
6 tokens

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Competition: Performance:
Use numbers in various situations that count orally following the sequence.
they involve putting the principles of counting into play, starting from the number one.
Pose and solve problems in situations. Establish correspondence of the number with the
that sound familiar and involve adding, object.
gather, remove, equal, compare and distribute Name the last number of the collection.
objects. Count from the cardinal that was left.
Graphically represent the number in the form
conventional or unconventional.

Organization:

Indicators: Achievement level: below Basic.

Say the number series starting from one, and
even to the one who knows (maximum 30).
Verbally list objects from one to
the one who knows (maximum twenty) following the order
of the numerical series.

Didactic Suggestion:
Organize the group into teams and provide the marine animal board to explore.
material.
Ask the teams to observe and describe the board and discuss it with the group.
Ask the teams, how can we know how many shells the board has?
Observe and record: How do the teams count?, What do they do to count them? and What is the
count range?
Ask and record the count obtained from each team.
Suggest to the children to do a group count of the shells on the board to compare with
the results obtained from the teams.9

Didactic Suggestion:

9Inthe development of the count, when it matches the result of any team, a member of the
same goes to place your piece on the board.

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 Organize teams of five members.
Proponer la siguiente actividad: Un niño de cada equipo tendrá material concreto
(caps, chips, beans, etc.).
Place the stack of cards that only have fish in the center of the table; a child will take one.
card, and will ask the little friend for as many bottle caps as fish appeared on the card. Repeat
the activity until one of the children manages to gather 20 tokens.

The teacher can make cuts at some point in the game so that the participants
Reflections on: How many tokens does each one have?

Didactic Suggestion:
Organize the group into teams, numbering each of the children with a label from one to
five.
Propose the following activity: have the children who have the number 'one' from each team say
How many green shells are there on the board?
Check the count as suggested previously.
Continue with the children who have the number "two", ask: How many pink shells?
son? and so on, with their respective verification until concluding the 5 children of
team.
Request that in the second round two or three colors be counted to expand the ranges of the
counting. It is recommended to follow the proposed sequence.
Have some children share their experience of counting. What did they do? How?
They did it to find out how many shells there are.

Indicator: Achievement level: Basic.

Orally enumerate objects from one up to whatever you know (knowing at least twenty and a maximum of thirty)
following the order of the numerical series.

Organization:
Note:
The educator must carry out
didactic situations with the
intentionality of the child to
Didactic Suggestion:
close to the numerical sequence
Organize into teams.
oral until the 30.
Give each team a set of fish and crab cards.
Count how many cards there are in total.
Separate the fish and crab cards.
Preguntar: ¿Cuántas tarjetas de peces hay? y ¿Cuántas tarjetas
How many crabs are there?

Indicar a los alumnos que junten las tarjetas y las revuelvan quedando un sólo mazo.

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Preliminary Version: First Phase
 Remind the students about the number given on the label in the previous activity. Ask
to the children who have the label of the number 'one' to take three cards and count how many
animals it has and so on with the number of participants, until reaching that each
team member count and list up to 30 animals of fish and crabs.

Indicator: Achievement level: Medium.

Identify the order of the numbers in written form.
Organization:

Didactic Suggestion
Organize teams of five members.
Deliver a set of fish constellation cards from 1 to 9.
Distribute the cards among the team members.
Ask the teams to arrange the cards in the sequence from 1 to 9.
Distribute cards that have the numbers from 1 to 9.
Arrange the number written in the corresponding fish constellations. Indicate.
to the teams to explain how they ordered the cards.

Didactic Suggestion
Organize teams of five members.
Deliver cards with the numbers 1 to 9 and cards that contain animals also from one.
at nine.
Play the Memory game. The instruction will be 'Let's make pairs of animals with the
"number that corresponds". Each member will take 2 cards in turns, if they match in
the amount will keep them and will take 2 cards again if they match continue, if not, pass
the turn to another player. The one who manages to form the most pairs wins and writes the number of pairs
what was obtained.

Didactic Suggestion
Organize teams of five members.
Distribute cards of constellations of fish and crabs with quantities from 1 to 9.
Place the cards with the numbers from 1 to 9 in the center of the table.
Remind the children of the tag number assigned in the previous activities to
locate their participation. The children who have the label of the number "one" in the different
teams take a card from the animal deck from the center and then take another one.
card from the deck of written numbers and check if the card has the written number

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Jalisco Education Secretary | Fun Math

Preliminary Version: First Phase
 corresponds to the number of animals represented on the card. In case it corresponds,
The child has to start placing the cards in the order of the number series.

At a second moment:
Remove two cards that have the written representation of 1 to 9 in each team.
Carry out the previous sequence.
Locate the animal cards that were not placed and indicate that they should be put in the correct place.
that corresponds to them.
Record on white cards the numbers that are needed for the ordering of the numbers.
Place the missing cards on the number strip.

In a third moment:
Remove two animal cards from each team.
Carry out the same procedure as in the second moment.
Register on white cards the numbers of animals that are missing for the ordering of
the numbers.

Indicator: Nivel de logro:Medio.

Use numbers to represent quantities greater than six
less than ten.

Organization:

Didactic Suggestion
Provide each child with a set of 10 white cards and a pencil.
Show the students a random animal card (fish and crabs) that they find.
in a range of 7 to 9.
Count together with the students the number of animals on the card.
Represent on a card the amount they counted.
Check if the representation registered by the children corresponds to the proposed quantity.
In case they differ, suggest to the children to count again as a group.
but now pointing out each animal they count.

Indicator: Nivel de logro:Avanzado

Say the numbers what you know in
ascending order, sine to make a mistake

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Jalisco Secretary of Education | Fun Math

Preliminary Version: First Phase
 starting from one and reaching a range of
31 to 89.

Organization:

Didactic Suggestion
Organize teams of five members.
Distribute a board to each team.
Present the animal cards and tell them that fish allow progress and crabs
to retreat.
Interleave the animal cards and place them in the center of the table.
Give a color card to each member that will be their pointer.
Explain the rules of the game to the children. In turn, each player will flip a card and
count the number of animals. If they are fish, it will advance as many shells as
fish appear and if they are crabs it will retreat the same amount. In the following rounds,
the player can advance if they say the numerical sequence starting from the number they were left on and
it may be able to say or count the number following the numerical order of the board. If one
from the players arrives at a conchita occupied by another teammate, the latter will proceed to
take his place. The winner will be the one who reaches number 50 with the exact amount. It
it is recommended that when players are around number 40, the cards be removed from
fish from 6 to 9 to speed up the arrival at the finish line.
Observe and verify the counting and overcounting on the equipment. It is recommended that the educator
I pass to each team to identify what the children have done and to be able to intervene to support.
in the achievement of the count.

To Know More:
The feature of the proposed teaching sequence is that it performs overcounting to expand the range.
from 31 to 89.

The term shell can generate research on crustaceans.

If you notice that the students are not stating the numerical series, it is recommended to carry out teaching situations.
that involve classification, seriation, and conservation of quantity.
The central element for the activity is the continuous practice of oral counting.
To say - what implies the verbal expression of counting objects.
Enumerate.- Assign a verbal label (or word-number) to each of the counted objects.
Counting range: it is the maximum and minimum expected amount in the handling of the number counting.
that is to say, their required potential.

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Preliminary Version: First Phase
Directionality.- The representation and counting of the number follows a left-to-right order. In the
cases that are presented graphically the number follows an increasing order of quantity.
Sequence.- In a sequence that begins with a certain counting range. Cardinality.
Include the order and the quantity of objects.
Conservation

UPN. Genesis of mathematical thinking in preschool children. P.54-61.

At this level, children must write the numbers in a conventional way, in case they are
non-conventional it is suggested to review the proposed article to design activities that allow
Guide activities that facilitate mobility and the use of other graphic signifiers. UPN.
Genesis of mathematical thinking in preschool-aged children. P.82-97. At that level, there
You can work on the proposed graphic significants in the genesis of thought. pp. 44-47
UPN, (2004) Genesis of mathematical thinking in preschool-aged children, pp. 73-81 Labinowicz,
Ed. (1998). Introduction to Piaget. Ed Pearson, p.94.
SEP. Training and professional updating course for preschool education teachers.
Annex II. The number and the numerical series, pp.249-257.
Gobierno de Chile. Contar y comparar con números hasta 20. 2°Nivel de Transición. Educación Parvularia.
Module 3. Teaching Guide.

Supermarket Products.

Description of the material: Complementary materials:

Various supermarket items. (The number of white cards
pieces may vary. Disposable plates
Plastic bags
Medium boxes
White labels for boxes.

Competencia:Plantea y resuelve problemas enDesempeño:

situations that are familiar to him and that Count collections of objects at once,
imply adding, gathering, establishing correspondence between the object and
removing equalize
compare and distribute objects.

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Jalisco Department of Education | Fun Math

Preliminary Version: First Phase
 the number that corresponds to him in the series
numeric.
Repeat the names of the numbers in the
same order of the numerical series
Identify and compare class and subclasses.
Distribute equitably.
Understanding that the last number mentioned is
the one that indicates how many objects there are.

To manage to find for themselves one or several

solutions to solve them.
Show willingness to seek answers to the
questions.
Observe, understand, reflect, estimate
possible outcomes, explore different avenues of
solution and compare results, express their
ideas, explain and confront their answers with
his colleagues.
Add or remove from various collections.
Indicator: of counting. (Distribute Level of achievement: Below Basic.
Use strategies
equally).

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Jalisco Ministry of Education | Fun Math

Preliminary Version: First Phase
Organization:

Didactic Suggestion as a prerequisite:

Form teams of 5 children.
Distribute the material into 5 boxes with 60 different shapes to give one to each team.
Ask the children to handle them, comment on the characteristics of the products and for
that are used.
Instruct the children to group the shapes by "putting together what goes together."
Observe and question the children about the different criteria they used.
Register in the labels the different criteria provided by the children. Example: apple
(pick up the product).
Place the labels on boxes, bins, or baskets to indicate to the children where to put things.
the products.

Didactic Suggestion as a prerequisite:

Form teams of 5 children.
Arrange tables in the center of the room forming a square and place the boxes, bins or
baskets that have the 'strips' of the classification criteria carried out in the activity
previous.
Ask a child from a team to come to the table and say: take the necessary apples to
that you and each member of the team have one.
Continuar con la misma consigna para los diferentes equipos con otros productos.
Observe and record the strategy that children use for counting items.
Request the teams to verify if all members have a product.
Ask each child who passed from the team to explain what they did to distribute.
Record the strategies that children use to count in order to attach it to the file.
Follow the same procedure until all members of each team have a
product.
Share in plenary the different strategies used to distribute the products.

Indicator: Nivel de logro:Básico.

Solve problems that involve removing objects from
a collection.

Organization:

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Jalisco Department of Education | Fun Math

Preliminary Version: First Phase
Didactic Suggestion
Arrange the 60 shapes in boxes, cans, or baskets, making sure to have 10 of each.
one. Organize teams of 5 members. Distribute a box to each team.
Ask each team member to take 10 identical products.
Ask different questions and with the help of the material, they will solve them. Some examples are:

I went to the store and bought 10 apples, and I gave away 3. How many apples do I have left?
My mom sent me to the store to buy 5 bottles of milk, but on the way, they broke.
How many bottles do I have left?
Juan has 6 breads and gave 4 to María. How many does he have left?

Execute the action for the children who have the product mentioned in the instruction.
Ask the children to explain what they did.
Ask the children to think of a question and take turns saying it to their classmates.
team to solve it.
Explain to each other what they did.

Indicator: Nivel de logro:Medio.

Solve problems that involve comparing and equating the
quantity of two collections.

Organization:

Didactic Suggestion:
Prepare in advance two collections with different products and unequal quantities (that
do not exceed 8) and deposit them in two plastic bags for each child.
Ask the children to sit in the center of the room forming a circle while making sure to leave space.
between them so they don't get in the way.
Give each child two plates and two bags with the collections and ask them to empty them carefully.
that each collection be placed on a plate.

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Jalisco Education Secretary | Fun Math

Preliminary Version: First Phase
 Preguntar ¿Qué plato tiene más productos? y ¿Cuál tiene menos?
Ask how many products they need to have the same amount.
Randomly ask some children to share their answers.
Observe and record what strategy is being used.
Exchange the bags among the colleagues, repeat the action of arranging the products.
in the dishes and the questions as many times as necessary.
Instruct the children that when they finish the activity, they should tidy up the provided products.
in the corresponding boxes.

Didactic Suggestion:
Place the supermarket product boxes on a table, on the floor, or around it
living room.
Formar equipos de 5 integrantes cada uno.
Distribute 10 disposable plates to each team, ensuring that it has the same number or equal.
different stuck at the bottom, place it in the center of the table and observe the
numeral.
Place the requested amount of products on each plate (apples, eggs, green lemons,
etc.).
Ask them to observe and count how many products each dish has.
Take actions to compare and equalize based on prompts such as the following:
Which dishes have more products?
Which dishes are identical?
Which dishes have less?
If this dish has ___ products and this other one has ____ shapes, how many products are there?
What is missing for them to be the same?

Share with some children so they can explain to their classmates what they did.

Indicator: Nivel de logro:Avanzado.

Solve problems that involve gathering objects in
a single collection.

Organization:

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Jalisco Secretary of Education | Fun Math

Preliminary Version: First Phase
Didactic Suggestion:
Previously prepare several bags with products for each team by the educator.
taking care of the cardinality as a class. Example: bags of 3 lemons, 3 bags of 5 apples,
4 bags of 2 cans, 6 bags of 4 loaves, etc. Ensure that each team has
approximately 15 bags.
Form teams of 6 with 5 children
Deliver to each team the box with the bags of the collections and arrange them on their table.
Ask the children to group together the bags that have the same number of products.
It is necessary from the educator's part to clarify that they formed sets with the same cardinality.
ask, for example: How many bags of 4 products do we have in the family of 4? How many
How many products does the family of 4 have in total?

Record the number on a card and share your answers.

Didactic Suggestion:
Counting by the educator for carrying out the activity with the following material:
4 plates with the numbers 2, 3, 4, and 5, 1 bag with two cheeses, 1 bag with 3 lemons, 1 bag
with 4 cans and 1 bag with 5 containers of milk.
Ask the children to choose a partner and sit on the floor.
Distribute the 4 plates, the bags, and loose products.
Ask the children to observe the sets or collection and place them on the plate that
corresponds.
Choose a child as the operator (the operator is the one who introduces a modification on a
set or collection given).
Ask the operator to 'add' an element to one of the sets or collection of the family.
of 3 elements.
Ask if that collection or set still belongs to the same family? What will we do?
So with the collection or set?
Pass to the family it belongs to now.
Repeat this situation starting from the different families of formed sets and change to
operator.
Thus ending with the collections. In
a second moment:
Ask the operator to "remove" an element from one of the sets or collection of the family of 3.
elements.
Ask if that collection or set still belongs to the same family? What will we do?
So with the collection or set?
Pass to the family it belongs to now.
Repeat this situation starting from the different families of sets formed and change to the
operator.
Thus, until finishing with the collections.

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Secretary of Education Jalisco | Fun Math

Preliminary Version: First Phase
To Know More:

The child needs to continuously work on the action of removing.

UPN Plan 94, (2004) Genesis of mathematical thinking in preschool-aged children. Concept of
number, didactic aspect, pp. 29-47.
In order to carry out problem-solving activities, the child needs to resort to the
counting principles, therefore the previous suggestion corresponds to the competency of Uses the
numbers in varied situations that involve applying counting principles. Consult:
SEP, PEP 2004, Field of mathematical thinking pp. 71-74
SEP- CONACYT (1995), Teaching and learning arithmetic in third grade of preschool. Michoacán,
Mexico, pp.29-30.
For the prerequisite suggestion, it is important to have clarity in the classification process.
Locate class and subclasses respecting the criteria of the children.
UPN, (2004) Genesis of mathematical thinking in the preschool child, pp. 11-28.
Irma Fuenlabrada, ¿Cómo desarrollar el pensamiento matemático?, pp. 19-22.
Esta actividad puede ser utilizada para diagnosticar al alumno en las estrategias de conteo.

The goal pursued is for children to understand that the action of 'adding' or 'removing' has a
transformation in the sets or collections, which becomes part of another family.

To achieve the management of families and sets of collections, it is necessary to work in a manner
permanent with the children.
Bags are a set or collection of objects when the action of 'gathering' several bags is performed.
the same cardinality creates a family (2, 3, 5, 4, 6…).
SEP. Proposal for Mathematics for integrated groups.
UPN Plan 94, Genesis of mathematical thinking in preschool children. Concept of number,
didactic aspect, pp.29-4.

Coins

Description of the material: Supplementary material:

Coin bag with value: Real coins
10 pesos Drawing of the coins
5 pesos Large and small boxes
2 pesos sheets and markers
1 peso
50 cents.

Competition: Performance.

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Jalisco Education Secretariat | Fun Math

Preliminary Version: First Phase
Use numbers in various situations that involve knowing the value of coins.
put into play the principles of Distinguish the set of coins.
count. Solve problems with the value of the coins.

Indicator: Achievement level: Below basic.

Identify the value of the coins.

Organization:

Didactic Suggestion:
Gather real coins of values: 1, 2, 5, and 10 pesos, 50 cents by the educator.
Place the group around some tables.
Ask the children: Do you know what we use to buy?
Listen to the children's comments about their knowledge of money and
emphasize retrieving information about the coins.
To do this, ask: Do you know the coins we use to buy something that
Do we need? Which ones do you know?
Tell the children, 'I have brought you some real coins to get to know them better and work with.'
"them". Place some of the coins at the front of the group, they can be three of each type.
Ask the children which of these coins they recognize?
Have some children come to the front to name the value of the coin when taking it, pointing to it and
describe her.
Give each child some coins of different values.
Place five boxes with the drawing of the coin inside the classroom, so that something can be placed in each box.
the corresponding currency.
Divide the group into 5 teams and provide each one with a box and request them to discuss about the
characteristics of this coin.
Ask the teams to record the identified characteristics on a flip chart.
one of the coins.
Share with the group and present your product, and the teacher complements the information.

Didactic suggestion.
Gather the group into teams.
Comment that they have brought similar coins to the previous ones but that they are made of plastic.
Give each team a set of "coins" of different value than the one assigned to them.
sequence of previous.

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Jalisco Education Secretariat | Fun Math

Preliminary Version: First Phase
 Ask the children to observe these 'coins' and find differences with the coins.
real ones. They can record them on a sheet to compare. Gather the group around
some tables.
Place 'coins' in the center of the table.
Ask questions to children to inquire about what they know about the value of coins
for example:
Daniel has to go buy ten pesos worth of cheese, his mom only gave him one coin.
Can you tell me which one it is?
On Sunday, Claudia's aunt gave her a 'coin' of five pesos, can you show me which one?
is?
The chopped fruit that Doña María sells costs two pesos, can you give me the "coin" for it?
buy the fruit?
El papá de David le da un peso para gastar en la escuela: dame la “moneda” que le dan.
To buy an ice cream I need two pesos, can you give me the 'coin' I need?
Review this exercise as many times as necessary to identify the value of the
coins.

Note:
Review the material of the coins in advance to support the identification of the characteristics of the coins.
This is the level where the teacher has to work the hardest since this level greatly influences the children.
understand the value of the coins.
It is suggested that this sheet be worked on after having understood the sheets on fish, crabs, and little worms, and the child has
understood the value of the number.
In case you don't know them, you can create didactic situations to work on the knowledge of coins.
To consult the meaning of the value of the characteristics Regarding the coins, it is recommended to check the page
http/[Link]/[Link]

Indicator: Achievement level: Medium.

Solve problems that involve using value equivalence
of the coins.

Organization:

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Jalisco Education Secretary | Fun Math

Preliminary Version: First Stage
Didactic Suggestion:
Gather the group into teams, each team will have a bag of coins.
Allow them to be manipulated and classified.
Ask the teams questions regarding currency equivalence, for example:
I have to buy a corn that costs fifteen pesos, what coins do I use for that?
buy it?
Bertha has three pesos and her dad gave her five pesos. Can you tell me which coins?
Does Bertha have?
To go to the cinema, I need 25 pesos. Can you give me the coins I need?
Which coins can I use to have twenty pesos?
Observe how the teams resolve the situation of equivalence.
Name a representative from the team to come to the center of the classroom and explain why.
Those coins were chosen, thus providing the opportunity for all teams to go to the center.
Record the children's responses on a sheet.

Didactic Suggestion:
Gather the group into 6 teams of 5 members.
Distribute to the team a game of five small boxes to sort the coins.
Explain the activity:
Establish participation roles. Appoint a cashier and the customers.
Grant the cashier and customers coins of different denominations.
A customer will go to the cashier to exchange a coin for its equivalent. For example: the customer
Bring a 10 peso coin and request the equivalent in 1 peso coins.
Continue the activities in the same way with the remaining clients.
Observe and accompany the change process of each team by the educator.
Change the role of cashier with one of the clients to carry out the same procedure.
Continue changing the cashier until everyone has taken their turn.

Indicator: Nivel de logro:Avanzado.

Use the value of the coins to represent
quantities greater than or equal to 6 but less than
or equal to 21

Organization:

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Jalisco Education Secretariat | Fun Math

Preliminary Version: First Phase
 Alternative Didactic Suggestion:
Gather the group into teams of five members.
Give each team a bag of coins.
Pose problems to the teams focused on actions of removing, adding, gathering, equalizing,
compare and distribute.
Some examples are:
On Sunday, my aunt gave me 3 pesos and my mom gave me 5 pesos. How much money do I have now?
Sandra has 10 pesos, Marisol asked her for 1 peso. How much money does Sandra have left?
Yolanda has 9 pesos and her brother has 6. How much money do they have together?
Pablo has 6 pesos and Luis has 2 pesos. How many pesos does Luis need to have?
same amount as Pablo?
María has 5 pesos and Angélica has 4 pesos. How many more pesos does María have than Angélica?
Angélica?
Jorge has 8 pesos and he is going to share them among his 4 friends, he wants to give them all the same amount.
amount of pesos How many pesos does each person get?
Ask the team representative to come to the center of the classroom and explain why those were chosen.
coins.
Record the answers on a sheet with the help of the children.

To Know More:
Equivalence is counting or capturing to determine equal amounts. We can approach it in more detail,
UPN (1994). Genesis of mathematical thinking in preschool children in topic three, numerical games and the
learning addition and subtraction, p.75.
This level is not included in the monitoring of the competency indicator, 'Uses numbers in
varied situations, it involves putting the principles of counting into play.” However, to continue with the
the process of developing mathematical skills suggests working on the modified indicator and the competence
proposal in problem-solving.

When children have reached this level of achievement, they will be able to use their skills and knowledge using the sheet.
from the scale when they play supermarket.

To solve the teaching suggestion, it is necessary for the children to use the material.

SEP Teaching of Mathematics in Primary Education, pp.

SEP. (2004) Professional training and updating course for preschool education staff. Volume
I, in annex II, the number and the numerical series p.249-257. In annex V, how to develop thinking.
mathematics in preschool children. The importance of presenting an activity, pp. 282-284.
2.4.2 Form, space and measure

Domino of figures
Material description:
28 Domino tiles, with various figures
Geometric Supplementary material: Geometric figures
made on sheets of different colors. (Circle,
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Jalisco Education Secretariat | Fun Math

Preliminary Version: First Phase
triángulo, cuadrado, rectángulo, trapecio, rombo
and ellipse. (265
Volume I). Pentagon.
Various objects that contain the geometric shape
previous

Competition: Performance:
Recognize and name characteristics of objects, Identify and name some flat shapes.
figures and geometric bodies. Identify the figures that are found in the
objects.
Recognize the figures that have the same
number of sides and the same size.
Create images from some shapes
plans.
Draw the shapes and copy them from a
model.

Indicator: Nivel de logro:Básico

Starting from a flat geometric figure that is given to it
show, identify one of three similar objects
in another set of figures.

Organization:

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Secretariat of Education Jalisco

funny matePreliminary Version: First Phase
Didactic Suggestion:
Gather the children into teams of five members.
Give each team a set of tokens.
Request the team to distribute cards in such a way that everyone ends up with the same number.
of cards.
Show a flat geometric figure on a poster board.
Give the instruction: This is a yellow square, look in your cards for who has this shape.
and lift it up. The children have to lift the figure that identifies similarly to that of the poster.
what the educator shows.
Repeat the instruction with each of the geometric shapes.
Arrange three or four objects on a table at the front, ensuring that one of them has the
geometric figure that is desired to be identified.
Ask a child to observe the figure shown by the educator and identify the object.
what does that figure have and explain what he did to recognize it. (The child describes similarities that
find between the figure and the object.
Perform the same exercise and assignment with each geometric figure and selected objects.
Ask the children to draw the shapes they found in the objects.

Indicator: Achievement level: Medium

Starting from a geometric figure that is shown to you,
identify more than one of three similar objects
in a collection of figures
geometric.

Organization:

Didactic Suggestion:
Gather the children into teams of five members.
Give each team a set of tokens.
Request the team to distribute the cards in such a way that everyone has the same number.
of cards. It is important that children do not see the cards that their classmates have.
A child places a token in the center and mentions the geometric shapes it has, for example:
a red rhombus with a purple triangle.
Indicate to the child who arranged the token to identify in the classroom three objects that have the last one.
figure of your file.
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Secretariat of Education Jalisco |

FunmatePreliminary Version: First Phase
 Ask the next child to place another token where there is a figure equal to the previous token and
mention the figures that it has, then ask them to locate the last figure and
Name three objects you find in the classroom that have the shape.
Continuar el juego de dominó realizando las actividades propuestas consecutivamente hasta que
the arrangement of the tokens is closed.

Indicator: Nivel de logro:Avanzado

Identify the geometric shapes from
ask him to identify all those that have a
a determined number of sides of the same
size.
Identify more of a de three
figures similar to a sample.

Organization:

Didactic Suggestion:
Gather the children in teams of five members.
Provide each team with a set of dominoes.
Request the team to distribute sheets on the work table.
Manage the following instructions:
Search and Choose:
The figures that have three sides of the same size and state what they focused on.
The figures that have four sides of the same size and say what they focused on.
The shapes that have no sides and say what they focused on.
Didactic Suggestion:
Group the children in pairs.
Deliver some domino game pieces to each team.
Show on a poster a picture that uses two or three flat geometric shapes.
Give the instructions: This image was made with several shapes, (describe the shapes used in the image)
the image was created) look in your files for the figures that were used to form it.
Ask the children to raise the figures that they identify as similar to the one in the image.
name them by their name and say the position they occupy, for example: an ellipse above
a diamond, next to the diamond a triangle.
Solicitar al equipo dibuje imágenes con las figuras que conocen, y con esas creaciones el grupo
it will identify which figures were used in its construction.
Examples:
image 1 Image 2 Image 3

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Secretariat of Education Jalisco |

FunmatePreliminary Version: First Phase
 Present a landscape shaped with geometric figures.
Request to identify the figures.
Represent the landscape on a sheet, trying to reproduce it as faithfully as possible.

To Know More:
In preschool, it is to identify sides and corners.
SEP. (2004) Training and professional development course for preschool education staff. Volume I
In module IV of mathematical thinking, annex V, how to develop mathematical thinking in children.
from preschool. The importance of the presentation of an activity, pp.284-289. In annex III, space and form,
pp.264-265.

Sheet: Let's build with geometry.

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Secretary of Education Jalisco |

Funny MatesPreliminary Version: First Phase
Material description: Supplementary Material:
Shapes and colors: Leaves
25 cards images of geometric shapes and scissors
various colors. Crayolas

Geometrizing:
10 sheets with everyday images.
Various geometric figures.

Creative Geometry:
24 cards with double image. One real and the other
defining the geometric figure.
Various geometric shapes

Competition: Performance:
Recognize and name characteristics of objects, Identify geometric figures.
figures and geometric bodies. Anticipate the changes
of geometric. the figures
Recognize the transformations of the figures
geometric.
Use geometric shapes for the
representation of objects.

Indicator: Nivel de logro:Básico.

Anticipates the changes that occur in a figure
geometric when cut.

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Fun matingPreliminary Version: First Phase
Organization:

Didactic Suggestion10:
Present the children with a white sheet previously cut into the shape of a square and ask
notice what shape it has.
Ask the children to observe what the teacher is going to do with the paper, and try to pay attention.
in all their movements. Show the children how to fold a sheet in half. Ask:
What did I do to fold the sheet in half?
What did I focus on to fold the paper?
What do you have to take into account to do it?
How many corners are needed to fold the sheet?
How would you fold the sheet?

Instruct the children to observe how the teacher continues to fold the paper.
Give a blank sheet of paper to the children and ask them to fold it as many times as they want.
Ask the children to unfold the paper and observe the lines that were formed.
Mark the lines with a crayon. Ask: How many corners did you use to
do you double it? What shapes do you observe when marking the lines on the sheet? Does it still remain the same shape?
From the sheet? How many corners do they have? How many sides do they have?

Didactic Suggestion:
Form teams of 7 members.
Give each child on the team a pre-cut geometric shape in paper.
colors. Ask: What happens if we fold this figure?
Give the instruction that everyone will fold the figure they have in half. Ask: Did it change the
figure? What figure does it resemble?
Ask the children to continue folding the figure as many times as they deem necessary.
Question: What figures do you see now? Is it still the same figure? How many?
{"corners":"How many corners does your shape have?","sides":"How many sides does your shape have?","usedCorners":"How many corners did you use for"}

Turn again? How many times did you turn the corner?
Write the children's answers on the board.

10Prior to the work on the flat form, it is required to design according to the characteristics of the group.
situations with three-dimensional figures.
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 Form new teams by indicating that the children who have the figure of meet.
circle at one table, triangles at another and so on.
Share how they folded their figures among the children. What happened when they folded the triangle?
How many corners does the triangle have left? How many sides does the square have and how many does the
hexagon?, is there a square that turned into a triangle?, etc.
To conclude the activity, it is suggested to make a collage by sticking the figures on a wall, so that
be in view of everyone. Ask what do they have in common?, how do they differ?

Indicador: Nivel de logro:Medio.

Identify the changes that occur in a figure.
geometric when combined with other equal or
different.

Organization:

Didactic Suggestion:
Form teams of 7 members.
Give each child in the team a geometric shape previously cut out of paper.
colors.
Give the instruction to the children to fold the figure as many times as they deem necessary.
Ask the children to mark the lines that formed when folding the figure.
Cut the shapes along the marked lines. Ask:
What shapes do you observe now? How many shapes do you have? How many corners does your shape have?
How many sides does your figure have?
Rotate cut-out figures by the team and combine them to try to form objects that
they get to know.
Share the experience.

Didactic Suggestion.
Organize the group into teams of five members.
Distribute the cards among the players.
Start with the player who has the snake head and place it in the center of the table.
Explain that the next player will place the piece that completes the figure of which it was.
placed in the center of the table, taking into account shape and color. Continue the game
following the order of participation according to the hands of the clock.

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Fun matePreliminary Version: First Phase
To Learn More:
Complement with the use of the TANGRAM and continue to delve deeper with the use of the sheet and material.
Geometrizing
The flat shapes covered in this worksheet are: circle, square, ellipse, triangle, pentagon, hexagon and
rectangle.

Indicate that if a player does not have half of the figure to complete the shape, they say 'pass' and give up their turn.
turn to the next.
Continue in this way until the chips are finished.

Indicator: Achievement level: Advanced.

Create images using more than 5
geometric figures

Organization:

Didactic Suggestion for Geometrizing:

Form teams of 6 members.
Deliver the geometry materials to each team.
Request to review the material.
Identify and name the plastic figures you find.
Separate by putting 'together what goes together'.

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 Ask them to form various images with the shapes, show them to their classmates, and exchange.
with another team and develop a model similar to the one that was shown to you.
Mention by team the methods they used to create the images they copied.
Please observe the cards and select one.
Take the card that each team chose from the wall near them.
Ask them to observe and identify the figures that are on the objects in the picture, to look for them,
separen y coloquen sobre la mesa.
Give each team their sheet and place the figures they selected in the images.
until complete. At the time of placing the figures, the educator asks the children
that they verify if they got the figures right or change them and take them
corresponding.

Didactic Suggestion for Creative Geometry:

Form teams of 5 members.
Deliver the creative geometry material to each team.
Request that they review the material.
Identify and name the plastic figures that you find. Separate.
putting together what goes together.
Naming a child in the team that we will call 'image director'. Deliver.
to the image director the cards.
Select the image director a card.
Show the team the real image by hiding the image that is in this shape with a sheet of paper.
through the geometric shapes (the one on the left).
Request that they observe it and assemble it with the plastic figures. If they have difficulty in the assembly
show the part of the card that has the geometric shapes drawn. In case it does not
there is difficulty performing the following activity:

geometric.
To Know More:
Consult the corner reading book for the management of origami.

Show the other side of the card to verify that the figures were used correctly.

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Construction Learning Sheet (Mecano)

Material description: Supplementary material:

Consists of several pieces of perforated strips, in three sheets.
different sizes for each child. Markers, crayons
The strips are made of plastic, so that the
they can join at the ends so that they can
form flat shapes with movable angles.
A perforated foam base.

Competition: Performance:
Recognize and name characteristics of objects, observe and form new geometric figures.
figures and geometric bodies. Identify and name geometric figures.
Anticipate what happens when transforming a figure
geometric.
Transform and represent geometric figures.
Mencionar características de las figuras
geometric.
Identify the geometric shapes with which one
they form the objects.

Indicator: Nivel de logro:Básico.

Anticipate the changes that occur in a figure
geometric when transformed.

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Organization:

Didactic Suggestion:
Gather the children into teams of six members.
Give each team a set of Meccano and allow them to manipulate it freely.
Ask the teams to form squares of different sizes with the mecano strips.
Once the squares are formed, ask the children to leave them on the table.
The educator shows a square without moving any of the sides and asks, 'What'
What changes do you think might occur if I move one of the sides of this square?
Listen to their answers and record them on a sheet.
Indicate them to take a square from those formed and move one of its sides.
Ask, is it still the same figure? Did the figure change? What figure does it resemble? Do they know?
What figure is it and what is its name?
Record your arguments on a sheet.
Deliver a sheet and ask them to draw the new shapes that resulted.

Indicador: Achievement level: Medium

Identify the changes occurring in a figure
geometric when combined with others of the same or
different.

Organization:

Didactic Suggestion:
Gather the children into teams of six members.
Give each team a set of Meccano.
Show a sheet with geometric figures. [Triangles (the three types), ellipse, trapezoid, rhombus]
pentagon, square and rectangle of different size and position.

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 Invite to observe all the figures in the exhibit and point out the characteristics of each one.
Form the same geometric shapes with the strips of the Meccano, once the shapes are formed.
geometric.
Ask them to represent them on a sheet and explain what they did to form the figures.
Were you able to form all the figures in the sample? Which one caused you difficulty and why?
what?
Share your productions with the group.

Didactic Suggestion:
Organize the group into teams of six members.
Deliver a set of meccano to each team.
Ask the children to build different geometric shapes from which
They know. Present to the group the geometric figures that they formed in the team.
ask the group:
What would happen if we combine two or more shapes? For example, two triangles, four triangles and
a square, a triangle on top of another, if we join a trapezoid and a triangle, etc.

Request to form other geometric shapes by making the combinations they can make.
based on those that were built before.
Give each team a sheet and ask them to draw the figures that resulted from making the
combinations, to later use as a template and continue with new ones
combinations.
Request each team to present their boards and explain what combinations they made and which ones.
figures resulted.
Indicate to the children to observe the objects we have in the classroom and discover which ones and
How many figures are formed.
For example, the shelf is made up of three rectangles.
This is the shelf of materials. This is the window that is made up of four

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 squares

Note:
The images del
shelf and window are
just an example of
some figures y

objects that can

identify in the classroom,
the school and in its
community.

Distribute sheets and ask them to draw the objects observed in the classroom with the figures that
determine and locate how many and which ones, integrate the necessary information to present it
in plenary.
Share your findings with the group looking for matches with the other teams.

Indicator: Nivel de logro:Avanzado

Identify three or more of five geometric figures.
a to leave from to request that
identify all that have a number
determined by sides of the same size.
Identify more than one of three similar figures to one.
sample.

Organization:

Didactic Suggestion:
Gather the children into teams of six members.
He/She gives each team a set of Meccano.
It shows five geometric figures on a sheet. (Triangle, pentagon, rhombus, square)
and rectangle).
They are asked to observe all the figures in the sample and indicate those that have four and five.
sides of the same size.

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Multicolored Tiles

Description of the material: Several pieces of

plastic printed with colors to form Mosaics formed with the figures of the tiles
mosaics. drawn or printed on sheets of paper or
sheets.
Supplementary material:
Competition: Performance:
Build reference systems in relation to observing, comparing, describing, and reproducing with
the spatial location. the two-colored mosaics and rugs from
of models.
Establish location relationships.
Identify the changes that occur in a figure
geometric when combined with others alike or
different.
Identify, interpret and reproduce sequences.
Communicate the positions and orientations.
Create tile sequences.
Identify the spatial concepts and execute them.
with the body.
Observe and describe how the objects are seen.
from various points.
Make tours mentioning the points of
reference.
Prepare a sketch.
Follow instructions to create mosaics.

Indicator: Achievement level: Below basic

Identify how objects look from various angles.
spatial points: up, down, far, near, of
front and side, from behind.
Organization:

Prerequisite Suggestion.
Carry out various games where children identify spatial concepts (towards, from,
hasta, delante, atrás, arriba, abajo, derecha, izquierda, cerca, lejos, dentro, fuera, abierto,
(closed). The games can be: those that involve movement with materials, which involve rules,
of hunting, of hiding, of aiming, of verbal commands, traditional, cyclical, with sand
and water, mazes, puzzles, construction activities.

Didactic suggestion
Conduct activities where children can observe how objects look from different angles.
spatial points: up, down, far, near, in front and in profile, facing away.
Give instructions to the children such as the following:
Observe how it looks:
The fan from below.
The bathroom window from afar.
The entrance door of the kindergarten from the Direction.
The book from the front, from the back, from the side.
The tables from above the desk.
The tree from below, in profile, front view.
My companion from the front, from the back, from the side. Listen to the children and let them draw their
findings.

Indicator: Nivel de logro:Básico.

Identify the positions of objects with respect to others
objects. Orientation, proximity e
Interiority.

Organization:

Didactic Suggestion:
Identify the positions that the objects in your classroom have concerning other objects, through
of questions like:

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Preliminary Version: First Phase
 What distance does the desk have in relation to the board? Answer: it is close.
Where are the bookmarks in relation to the book? Answer: in front of the book.
What position do the boats have regarding the shelf? Answer: above the shelf.

Go out into the space of your school and do the same exercise only with the objects that are
they are found there. For example:
Where are the 2nd grade students in relation to the 1st graders who are in the playground?
Answer: inside your classroom.
How is the bathroom door positioned in relation to the main office door? Answer:
closed.
On which side are the swings in relation to the slide? Answer: to the right.
Where is the white planter in relation to the red planter? Answer: behind

Didactic suggestion:
Organize the children in pairs.
Deliver one image to each bin, but it should be the same for the whole group.
Ask questions about orientation, proximity, and interiority, with the objects that make up
the image. For example:
Without naming the children.
Point out the tree near the river.
Which is the duck that is far from the river?
Where is the horse?
Which pig is in the pen?
What is to the left of the house?
What animal is in front of the dog?
Which plants are under the tree?

Organize the group into teams; each will be given a different landscape.
Indicate that each child will give one or several cues to their classmates for them to identify the
positions of objects.
Support the teams with the motto that the children say.

To Know More:
Orientación: delante, atrás, arriba, abajo, derecha, izquierda, Interioridad:
["inside","outside","open","closed"]
About: Medium and large space SEP Training and professional updating course for teaching staff in
Preschool Education. Volume 1 module of mathematical thinking. Pages 260-261.
Proximity: Near, far. Questions about position, direction, and distance, such as: 'Where am I?, where
Are you there? (inside-outside, up-down, in front-behind) Which way? (towards-distance, around-cross, towards)
forward-backward), and where is it? (near-far, near from-far from). Annex 3 Space and form in Volume I,
pp.259-272.

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Preliminary Version: First Phase
Indicator: Achievement level: Medium.
Identify the directionality of a route or trajectory and its
landmarks.

Organization:

Didactic Suggestion:
Indicate to the children: we are going to head towards the direction of the school, from our classroom. And let's go.
let's name the route we will take. For example:
We went out through the classroom door, passed in front of the second-grade classroom, the singing classroom.
it is far from us, we passed near the planter, we passed behind the first-grade classroom,
and in front of the bathrooms. We arrived at the address that is closed.
Make outings in the community to identify routes or trajectories. For example:
We are going to take the route from Doña Lupe's store to the 'Mirasol' pharmacy. To
arrive at the classroom, create sketches of those routes on a sheet.
Ask parents to help children create sketches of the route they take from
his house to the school and take him on a sheet (they can be different routes, to
supermarket, market, cinema, etc.
Pedir a los niños expliquen su recorrido, mencionando sus puntos de referencia.

Indicator: Nivel de logro:Avanzado.

Identify displacements of objects with
regarding other objects. Directionality with
interiority or with orientation.

Organization:

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Didactic Suggestion:
Ask the children to observe the classroom floor, the school, the playground and describe it: its colors,
the shapes, how they are combined, what orientation the images inside have
or surrounded by…..
Indicate that each tile (it is a square that we commonly call a cobblestone, brick,
vitropiso, border, mosaic, etc.) and all together they form a mosaic.
Ask if they know about carpets, mosaics, and/or stained glass, and to whom they respond.
Affirmatively, he/she asks them to describe them.
Present the material: "bicolor squares", tesserae. To form
teams of 5 members.
Deliver the material for 'bicolor squares', tiles.
Showing all the figures for them to recognize, name, and describe allows them to
they manipulate them freely so that when choosing the pieces they create formations and constructions
according to their creativity and knowledge.
Indicate that with the bicolored squares, they form the design of a floor or a rug that
remember.
Ask several children to show their design to the group and explain how they made it, with
how many pieces, what shapes, how they arranged them.
Ask all the children to come and observe their classmates' work.
Create a new design using more tiles than the last time.

Didactic Suggestion:
Show the group images of various mosaic designs.
Ask the children to answer some questions regarding orientation, proximity.
In the interior, what shapes do you observe?, what colors do they have?, how are they arranged?
What colors or shapes are above ... (reference)? What colors or shapes are below?
of (referring)? What colors and shapes are on the right... (referring)? What colors and
What shapes are to the left of (reference)? What colors and shapes are in the center of
mosaic? What shapes do they form? (Complete the questions with the proposed indications in
the section: To learn more).
Organize the group into teams and distribute a game of tiles to each one.
Choose and display a mosaic that you will have to reproduce with the material that was given to you.
Ask them to observe how the mosaic is formed (complementary material) and comment.
inside the team, what are they going to do to form the mosaic? How many and which squares?
Are they going to use it?, Where can they start? (top, bottom, center, right or left),
etcetera.
Indicate that they reproduce the mosaic with the material.
Each team should present its production and explain how it was constructed and the difficulties encountered.
(The strategy used focusing on orientation and proximity).

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 Request the other teams to find similarities and differences between the production that is
is presenting and yours regarding the number of squares used, the size of
design, arrangement, orientation, and proximity of the images.

Sugerencia Didáctica:
Gather teams of five children.
Place a set of Tiles on the center of the table.
Let the children play freely with the material so they can explore it.
Present the children with mosaics featuring the figures... the children will observe them and try to
make one the same with the material.
Create mosaics with the tiles following directional indications with interiority.
or with orientation. For example: Place a tile that has ... in the center. Above
that... place a ...
On the right side of... place a...
On the left side of... place a...
Place below a...

To Know More:

SEP Preschool Education Program 1981 Book 3, pp. 26 to 31. It describes the types of games that help
construction of spatial notions.

Construction of tiles. Each of the pieces that make up a stained glass mosaic.
It can be made up of mosaics as long as it repeats the pattern of the shapes.
http:/[Link]/siliconvalley/vista/2212/[Link]

Enclosure (interiority) refers to being surrounded or trapped by objects around. A point on a line.
it can be enclosed by points on both sides. In a three-dimensional space, a fence can enclose animals or
A jar with a lid can close the cereal. It technically refers to what is inside, there are actually three.
relevant dimensions to geometry. p.262.

It relates to: identifies regularities in a sequence based on repetition and growth of the aspect of number.
(See, p.78 PEP04).

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Preliminary Version: First Phase
Supplementary sheet for the use of colored mosaic tiles.

Competition:
Identify regularities in a sequence based on
criteria for repetition and growth.

Indicator: Nivel de logro:Medio.

Identify non-numerical patterns.

Organization:

Complementary Didactic Suggestion:

Previously, the educator will have prepared at least 5 sequences with the tiles and different ones.
degree of difficulty.
Organize 5 work teams.
Deliver a set of tiles per team.
Show the group a model with a sequence of a maximum of 5 tiles with two figures.
interleaved different.
Example:
Ask the group to observe and describe the sequence.
Pose the following question: from the last tile, which one do you think comes next?
Indicate to reproduce the sequence with their tiles in teams.
Request a team to explain what they focused on and how they did it to carry out the
sequence?
Continue with the sequence activity trying to increase the complexity with numbers.
of tiles and interspersed figures.
Observe the performance of the teams. If they carry out what is proposed without difficulty, then
recommend doing the following:
Ask the teams to form a different sequence.

Supplementary Didactic Suggestion:

Organize work teams.
Deliver a set of tiles per team
Request the Armenian teams a sequence.
Go through the work teams and remove one tile from each of them in the sequence.

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 Request another team to complete the sequence.
Share with the group what you did and how you knew that was the tile that
Was missing?
Perform the same exercise several times.

To know more:
The diversified use of the material can impact other competencies. It
It is recommended at advanced levels to do pyramid sets.

Short and Long Sheets Markers.

Love

Description of the material:78 pieces of Competition: Uses units not

plastic with the following printed figures: conventional methods to solve problems that
imply measuring lengths,
pencil cane ladder Squid
capacity, weight, and time.
cloud caterpillar
Performance:
Supplementary material: Various units
of unconventional measurements. (a cord,
hand, pencil, etc.
Identify, longer than... shorter than...
Learn to measure and compare with non-units
conventional.
Estimate the length of an object. Choose the
non-conventional instrument that considers
suitable for comparing magnitudes with
length.
Create simple graphs.

Indicador: Nivel de logro:Básico

Identify the object that meets a
measurable condition: longer than, shorter than
what:

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Preliminary Version: First Phase
Organization:

Didactic Suggestion:
Ask the children to observe the objects in their classroom and mention some of them.
Make comparisons of measurements between two objects that are in the classroom.
ejemplo: qué es más largo el pizarrón o la mesa, qué es más corto la ventana o el estante.
Emphasize the term longer than... or shorter than...
Ask a child to name two objects and compare them by saying which one is longer than....
and which is shorter. The exercise is repeated with five or more children from the group.
Organize the group into teams of five children and invite them to play 'Short and Long'.
Allow the children to observe the cards and comment on the image and what characteristics
measurable observations. For example, the long ladder and the short cloud, etc.
Ensure that each child has 5 tokens, others' tokens will not be allowed to be seen.
companions.
Request that the first participant place a token in the center and they will have to say what objects
it has and describe its measurable characteristic. For example: this is a long ladder and this is
a short cloud, the second participant will place a token on any side as long as
have the same object with the same measurable characteristics. If not, it will pass the
Next participant. All participants will put the chips until they finish.

Variant:
Ask a child to place the first piece and they should mention the characteristic of the
image expressing the name preceding the statements longer than... more
short that.., for example: This ladder is longer than the cloud, this cloud is shorter.
that the ladder. The next child will say, this cloud is shorter than the fish, this fish is more
longer than the cloud. And so all the children will place the tokens until they run out.

Another variant could be that they only observe the measurable characteristic and not the image. To join it
long with the long and short with the short without taking the image into account.
Ask the child to describe their card as follows: this is a shorter ladder.
that the cane and this is a longer cane than the ladder, the second participant will put
a card that has a different image but the same measurable characteristic. And it will say: this is
a fish as long as the cane and a cloud shorter than the fish. If you don't have it, it will pass.
the next participant. And so on until all the sheets are finished.

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Indicator. Nivel de logro:Medio
Solve problems that involve measuring lengths:

Organization:

Didactic Suggestion:
Ask the children if they have heard the word measure. If so, ask how.
How is it measured? And what is used for measurement? In case you don't have information, please explain to the
children what is measuring and how is an object measured.

Ask the children to observe the classroom and identify the various objects that they
gustaría medir.
Ask the kids: What objects can we use to measure the length of the blackboard?
Listen to the children's answers and record them clarifying that this is a Unit of
measure.
Ask a child to get and take the unit of measure they selected themselves and measure the length.
from the blackboard, and count how many units of measurement you used to measure it.
Observe the measurement and guide the child on how to measure with non-conventional units.
length of the blackboard.
Ask the students to record the measured object and the quantity of measurement units.

For example:
The amount of measurement unit can
Measured object be with symbols or the number.
Blackboard 0000000000000000
Window &&&&&&&&&&&&&&&&&
Door 15

Register the information through simple graphs.

Indicator: Nivel de logro:Avanzado

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Fun MatePreliminary Version: First Phase
 Estimate the exact number of times it fits the length of
a small object regarding the
length of a larger object Organization:

Didactic Suggestion:
Gather the group into teams.
Show the teams a non-conventional unit of measurement. For example, a 20-inch cord.
centimeters.
Give each team a different measurement task. For example:
Team 1 How many cords measure the length of the planter?
Team 2 How many cords measure the length of Professor Lourdes' window?
Team 3 How many shoelaces measure the length of the main door?
Indicate to the team to come to an agreement and estimate the quantity of measure.
Give each team a ribbon and allow them to verify their estimate.
Recovering children's experiences, how much did they say was the average? How much did it measure with the
ribbon? How close or far were they from the amount?
Record and make simple graphs, let them graph their findings. Repeat
the operation with various units of measurement.

To Know More:
With these activities, we promote reciprocity, which is a property of seriation.
UPN, (2004) Genesis of mathematical thinking in preschool children, p.16

Estimation is a mental process to make conjectures about a resulting calculation.

SEP- CONACYT (1995), Teaching and learning of arithmetic in third grade of preschool. Michoacán, Mexico.
pp.30-34.
What is measuring: It is a magnitude, it involves a measurement process that evolves from needs.
Social. Length, capacity, weight, and time are measured. Length: It is the distance that is found.
between two points.
Unit of measurement: Objects not established by society to measure length, a loop or rope... for the
capacity (vessels), weight (scale), time (hourglass, position of the sun, etc.).
Graph: It is the means by which the child can organize and record information.
SEP. (2004) Training and professional updating course for preschool education staff.
Volume I, Annex V, how to develop mathematical thinking in preschool children. The importance
from the presentation of an activity, pp.289-292.
Mathematical Balance Central bar.
Base.
Material description: Triangular deposits with a capacity of half
The scale is composed of: liter each one.
Scale support. Red and blue square trays weights
in the shape of bears.
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 cardboard, measuring tape, rulers, packaging of
Complementary materials. one liter plastic, cup, glass, spoon,
Conventional or non-conventional measuring instruments thermometer. White cards Pencils Boxes of
conventional ones such as: tapes or long strips of cereals.
Cardstocks
Markers.
Measuring tapes.
Supermarket products.

Competition: Performance:
Use unconventional units to Estimate and compare by perception the weight of
solving problems that involve measuring the heavy, light, and equal objects.
magnitudes of length, capacity, weight and Use the appropriate terms to describe and
time compare measurable characteristics of objects,
heavy-light and equal.
Check your weight estimates through a
intermediate balance.
Verify sus estimates of
length, capacity, and weight through
an intermediary, choose and argue what
it is advisable to use as a tool for comparison,
magnitudes.

Indicator: Achievement level: Below Basic

Identify the object that meets a condition
measurable: heavy–light.

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funny matePreliminary Version: First Phase
Organization:

Previous suggestion.
Collect objects of different weights prior to the session and place them inside a box.
Show the objects in the box to the children and ask them to observe.
Select a pair of objects and ask a child in the group to estimate the weight of both.
objects. Ask the child which one seems heavy to you? and which one seems light to you?
Place the objects on the designated table for the "heavy objects" by the educator.
and "light objects".
Invite the children to set up a participation turn, so they can verify their.
estimates and weigh them with their hands, ensuring that they are the same pairs of objects.
With questions and statements, guide the children to use phrases like 'heavier than' and '...
less light than.
Look for objects in the classroom that children can hold in their hands where they can.
compare their weights.
Place the heavy materials you found in one box and the light materials in the other.
box.

Indicator: Nivel de logro:Básico.

Distinguish the appropriate instrument for measuring weight.

Organization:

Didactic Suggestion:
Pre-install various conventional or unconventional measuring instruments.
on a table and cover them with a blanket.
Distribute the same amount of supermarket products into a box among the teams.
Ask them to observe the products, handle them, weigh them in their hands, and separate them.
products that are heavy and light.
Ask them to explain why they think they are heavier or lighter.
Ask how to know how much the products on the table weigh without using it
the hands? What would we use?
Listen to the children's arguments and record them on a sheet.
Uncover and display the measuring instruments placed on the table.
Ask them to observe the products and search for and identify the object they can use to
weigh it and place it in the center of a table.
Invite the children to observe the scale and ask if they know what it is called, where it is.
Have you seen how they are used? What do you think they are for? And what shapes do they have?

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 Ask them to create a drawing of the scales they know and place it on the wall.
Ask if there is one similar to the one they have and how they can use it?
Form 6 teams of 5 members.
Ask them to place a product that they believed was heavy and another that was light on the
scale trays.
Observe what happens with the scale and verify if you were correct.
Ask why they think the scale tips more to one side or why it remains.
right there.
Compare the weight of the various products used concluding: lighter than...
heavier than…same as…

Note:
The adjustment to the indicator regarding the unit was carried out.
measurable.

Indicador: Nivel de logro:Medio

Solve problems that involve weighing.

Organization:

Didactic Suggestion:
Form 6 teams of 5 children.
Distribute to each team a box with various shapes from the supermarket and a scale.
Ask them to use the scale as an intermediary to verify the responses to the following.
questions and have them write on a card the number of ways they believe they need
before placing the molds on the trays of the scale.
Example:
How many eggs do they have to place on the scale to weigh the same as one?
slice of bread?
How many cans should they put in order to weigh more than three apples?
How many cheeses do they have to put so that they weigh less than 2 packages of
sausages?
How many containers of milk do they have to put to weigh the same as 4 lemons?
Etc.

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 Ask them to observe the scale and compare the amount they wrote on the card with
the number of ways they have on the tray and explain the results, if they got it right
because, if they didn't get it right, because, making sure that in their explanation they use the most terms
heavy as, just like, lighter than.

Indicador: Realiza estimaciones sobre lasNivel de logro:Avanzado.

measurable characteristics of subjects, objects, and spaces.

Organization:

Didactic Suggestion:
The intention of the teaching suggestion proposed below is that children
solve different problems that involve putting unconventional measures at stake
that were worked on previously and measure magnitudes of length, capacity, weight, time
and value (currency) in setting up the activity of a flea market or market to avoid losing the
intentionality of the card

Note:

Play this suggestion for several days where the educator promotes the
establishment and rotation of participation roles for all children.
This suggestion can be worked on as a permanent activity. How many students
they show a good handling of the use of the scale, the use of the
same with the capacity.

Construction of a tianguis or market.

Organize 5 teams. For each task, they can be by units of measurement (length,
capacity, weight, time, and value.
Pose different questions to solve in order to build a market.

Longitude:
Choose the space to build a tianguis.
Propose to the children a measure that the space must have to build the
supermarket
Size of shelves or tables.
The height at which they must be, measure the colleagues to know the height they will be.
the objects to take them.
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 The height and length of the tables or sales space.
Size of the signs for each aisle or street where the stands are located.
Separation of the spaces of each aisle.

Time:
(non-physical measures) Determine the opening and closing times, such as the clock and calendar days
that will open.
Use of the clock.
Create a calendar.

Peso:
The measurement objects they will use for dispatching, the barter will be based on the forms.
existing (scales) for sale. These will be filled with cups and mugs, and likewise
to sell seeds, beans, rice, sugar, etc.

Value:
Assign the price to each of the items.
Prepare the price tags for the products.
Classify the coins.

Play at the flea market or market.

Organize the participation roles of the children, who will sell (10 children), who will
they buy (the remaining children).
Distribute each product to each seller.
Distribute the remaining products among the buyers.
Repartir equitativamente las monedas entre los compradores.

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 Explain to the children what they can buy through 'bartering' or trading products.
example: Can you give me what these two cans weigh for lemons? The other alternative is to carry out the
purchase using coins.
Ensure that the group uses both barter-purchase strategies.
Invite the children to discuss and draw conclusions where they explain and argue the
difficulties faced when using measuring instruments, when building and playing with
flea markets and how they resolved them.

To Know More:

With this activity, it is necessary to reflect on the statement: The weight of the object has no direct relationship.
with the size of the object.
You can choose an amount of supermarket materials, and the forms need to be filled out.
with a plaster syringe with different filling capacities to make it more perceptible for children the
weight of each of them.
The indicator was adjusted from length measurement to weight.
It is essential to work with children on the use of the scale.
The educator can establish the variations that she deems necessary for solving problems.

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CALENDAR

Note:
This file contains the material of
support is in the design phase due to
what is suggested to use only
supplementary material.

Description of the material Supplementary material:

Sheets, markers, cardstock, cardboard, etc.
Various types of calendars.
Cards with icons (civic commemorative of
your community, events they have in the plan of
improvement of the school and its own activities
group).

Competition: Performance:
Identify what some instruments are used for. Name characteristics of the calendar.
measurement Design calendar formats.
Identify the day of the week.
Organizes school events.
Integrate the calendar as a way to
organization.
Name the days and the months following the
sequence.
Identify the function of the number.
Estimate the time for the execution of events.
Meet a text carrier.

Indicator: Nivel de Logro:Avanzado.

Use the days of the week correctly.

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 Organization:

Didactic suggestion

The educator will previously look for various calendar formats, (pocket, desk, of
little leaf, almanac, etc.)
Ask the children: do they know a calendar? Where have they seen it?
Write down all the children's ideas.
Ask the children to bring some calendars from their homes and what their family uses them for.
Gather the children into teams and ask them to place their calendars on the table and the
explore

Search for the elements a calendar has.

Record the contributions of the children on a sheet.
Ask each team to choose a calendar, (the teacher will take away the other calendars)
of the teams).
Ask to present the characteristics of calendars.
Ask the group what they are for?
Recording the ideas of children and the educator enhances knowledge about the use of
calendar.
Invite the children to choose only one to collaboratively create the monthly format.
Integrate important dates into the format for the group.
At the beginning of each month, a different calendar format is created at the group's choice.

To Know More:

Codes can be created for the daily routine, and it is suggested that at home parents support their use.
of the calendar, with household activities. So that children can correctly use the days of
The week, it is important that it be worked on as a permanent activity and the educator will have to mention
and incorporate the statement of the day and type of daily activity. Avoid recording it on the board every day.
the date, we suggest better, use the calendar as a means for the child to locate and organize events
from everyday life. Non-physical quantities, such as time, use an indirect method. The clocks
Calendars are two instruments that are used to measure time. Measurement (fragments), Annex 4,
Module 4, Volume I, Training and Professional Updating Course for Teaching Staff
Preschool Education.

103
Mediational questions or statements:

On Monday we pay tribute to the flag.

On Tuesday, we will work on science activities.
Wednesday is the day for Physical Education.

What day will it be tomorrow?

What day is today?
What day was yesterday?

To complement the cultural information regarding the use of the calendar by the educator:
It is recommended to seek documents that support what a calendar is, its history, types, and uses in the context.
specific.
http//[Link]/[Link]
http//[Link]/dinamisacionescolar/[Link]
http//[Link]/medio/articulo/0,0,38035857_147591843_1,[Link] http//[Link]/blog/?p=177

3. Evaluation

3.1 Learning Assessment.

Learning assessment is a systematic process through which information is gathered

information about student learning, and allows primarily to improve
that learning and, secondly, provides the teacher with elements to
form a judgment about the level achieved or the quality of learning attained
and what the student is capable of doing with that learning.

It is called a systematic process because evaluation should not be a one-time event.

isolated, not an activity or a series of activities planned with sufficient
anticipation, that responds to clear and explicit intentions, that maintain a
close and specific relationship with the school program, with the activities of
teaching-learning and the circumstances in which those activities take place....

The collection of information is the essential element of the evaluation.

On one hand, one cannot judge something that is unknown, and on the other, the precision and quality of
A trial largely depends on the information available.
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What is truly indispensable is that the evaluative judgment is not based on
subjective impressions, in exceptional or isolated situations nor in information
insufficient, irrelevant or accessory. The teacher must ensure above all that the
information that gathers is relevant to learning or the learnings that
aims to evaluate, and truly reflects what the student has managed to acquire.

For this in preschool our program tells us:

The evaluation of learning is a process that involves comparing or assessing it.

that children know and can do, their competencies, regarding their situation at
start a school year, a work period or a sequence of activities, and
regarding the goals or purposes established in the educational program of each
level; this assessment - issuing a judgment - is based on the information that the
educator collects, organizes, and interprets at various moments of daily work and
throughout a school year.

In preschool education, evaluation has three main purposes,

closely related:
Verify the students' learning – their achievements and the
difficulties they show in achieving the stated competencies in the
set of formative fields - as one of the criteria for designing
activities suitable for their characteristics, situation, and needs
learning.
Identify the factors that influence or affect students' learning and
the students, including the teaching practice and the conditions in which it occurs
educational work, as a basis for assessing its relevance or its modification.
Improve–based on the previous data–the educational action of the school,
which includes teaching work and other aspects of the school process.

Thus, the assessment of learning forms the basis for the

educator, systematically, make decisions and implement the necessary changes in
the teaching action or in the conditions of the school process - primarily, those of
class - that are within their reach.

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3.2. Competency-based assessment.

The competency-based teaching model focuses on the construction of

projects based on problem situations, whose intention is to promote the
construction of meaning and understanding in a positioning of learning to
learning. Therefore, the evaluation of learning is established through the
permanent observation of the processes and enables the task of valuing, measuring and
verify the products that reflect the way the student has solved the
everyday problem and has addressed the development of the project.

This situation implies that the teacher must have knowledge and management of the
didactic components, where the identification of the type of content for the
the design of the teaching strategy will support the construction of indicators, criteria
and pedagogical foundations that will support the proposal.

Figure 2. Didactic components11

11Proposed scheme by Rita Ferrini in the workshop: 'Didactics in the teaching of Education'
Superior,
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 The articulation and management of the didactic components will provide the
aspects for the development of planning, implementation, and evaluation of the
pedagogical activity. Its understanding and management require locating the following
aspects:

Component Elements
Identify the philosophical and anthropological principles of the type of man
that wants to be formed.
Educational End Recognize and understand the approaches that support the proposal.
Know and manage educational policy to locate the educational line.

Know, manage, and apply the theories of learning.

Locate the different theories and models that develop the concepts
Foundations of teaching and learning.
psychological Identify the pedagogical models that derive from the theories of
pedagogical and learning.
sociological. Conceptualize the student as a human being. (Identify the elements that
they define it).
Understand the social construction of knowledge.
Know the difference between content and knowledge.
Identify the types of content: declarative, procedural and
Content attitudinal
To know and manage the teaching strategies for each type of
content.
Concept of strategy.
Strategy Dimensions of learning.
Types of strategies.
Define
Teacher Identify: beliefs, concepts, and ways of acting.
Recognize your identity.
Define
Alumni Identify: beliefs, conceptions, and ways of acting.
To know and understand your performance as a human being.

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The delimitation and understanding of each of these elements will allow for the
The teacher identifies in a concrete and specific way what they expect from the student.
learn at the end of the learning activities, which in this case, is proposed from
the solution of problems with the use of the pedagogical tool of the use of
projects.

From the perspective of didactics, evaluation is defined as the theory about

the practices of teaching, where each of the didactic components
they have been configured around it, which makes the teacher plan and structure
what is going to teach from visualizing and defining the learning goal.

As the teacher plans taking into account the components

didactic, will achieve greater openness, freedom, flexibility and management of the
processes of planning, instrumentation, and evaluation of teaching and the
learning.

The location and clarification of the element to be evaluated shapes the situation.
didactics that one wants to teach and that is expected for the student to learn.
evaluation is a constitutive element of practice that enables the study of relationships and
the scope of teaching and learning.

Litwin (1998) claims that analyzing the evaluation of the cognitive perspective
it means recognizing the ways in which the student understands and the processes of
teaching designed by the teacher for the creation and development of processes
metacognitive for the student's awareness, whose intention is
identify on one hand the criteria that support the development of processes
reflexive such as: memory, translation, analysis, synthesis, resolution of
problems, etc. as well as the evaluation of the performed task and the correction
global the same when visualizing other criteria such as neatness, spelling, the
coherence and integration of information.

Litwin rescues the approach of Jerome Bruner (1972) where he states that the
students build subjective and intersubjective realities that give rise to
configuration of a system of values, rights, exchanges, and powers of a
culture. The approach to this system leads him to establish 9 postulates that guide
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to the identification of evaluation processes from the psychocultural perspective,
which are stated in a generic way and are mentioned in parentheses or in
italics the name given by the author:

The construction of a fact or proposition is relative to the point from which

is built (Perspective).
Las experiencias previas afectan y transcienden en la forma en que pensamos
(Limits).
Recognize reality as a social construct that allows for meaning to be given.
and meaning to what is learned (Constructivism).
The relationship with others is a basic component for building knowledge.
(Interactive).
The externalization of knowledge requires the student to write essays,
solve problems and ask questions. In summary, the productions
students' academics must respond to major challenges,
difficulties, limitations, and potentials that lead the subject to learn to
learn.
The identification of individual, group, and social needs helps to
the location and distribution of the skills required to act in the
different educational situations (Instrumentalist).
The established facilitates identifying the logics and the differentiated roles where the
student manages to understand the knowledge of routines and rituals that
they are instituted in the institution (Institutional).
Successes and failures are the nutrients for development.
personality. Self-esteem, affections, feelings, and behaviors
are a central element to accompany the social construction of
knowledge. From the organization's approach, the visions of the
people, the use of the evaluation process to assess successes or
students' failures (Identity).
The last postulate refers to logical-scientific thought and narrative.
first, recognize the factual data, hypotheses that are acknowledged when
is reinterpreted in light of narrative thought, the aspects that are
they observe the issues of discourse, the art of narrating that enables the
process of understanding, the treatment of contents and the implications
reflexive.

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The identification and precision of the nine postulates fosters recognition of
elaborate and specify the criteria that will be used in the evaluative practices for
recognize the limits of teachers whose intention is to propose new ones
forms of expression and valuation of knowledge.

Based on this, it can be asserted that evaluation requires formulation and

explanation of criteria that will help account for the level and achievement of production
by the student. For the teacher, it will involve the improvement of the
teaching with the establishment of criteria to assess performance, the forms
of thinking and the construction of meanings that contribute to the characterization and
improvement of the practice.

Competency assessment is manifested in the formation of multiple

evidences which are stated below and are defined in a synthetic way:

Portfolio formation.
Design and evaluation based on rubrics.
Observation and recording.

Portfolios document the experiences of both the student and the teacher, fostering
description of the situations experienced in the teaching-learning process. They are
collections of specialized and goal-oriented works that capture
an impossible process to fully appreciate unless one could be inside
and outside the mind of another person. The portfolios validate expectations
current and legitimize future goals (Sergeant, 2001, p.17).

As each of the portfolios is integrated, the history of the situation is reflected.

documented, denote the time of thought, the feelings and
behaviors in response to the intended task. It is the lens of reality that
experience is lived and acted upon by the student, teacher, principal, etc.

Regarding rubrics, Goodrich (1996) defines it as an instrument of

score that lists the criteria of different gradations that allow for assessment of a
product, process or action performed. The use of them helps both the teacher
as to the student a:
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 Assess learning based on the delineation of criteria, levels, and
description of performances.
Be a reflective judge on the quality of your own work and that of others.
Consolidate self-correction processes and help manage time
review of what is produced by the student.
The grading of achievement levels facilitates the development of groups
heterogeneous and the awareness of the process in which it is located
student

The use of the rubric in the processes of self-assessment, peer assessment, and
evaluation raises the possibility of finding performance patterns, the zone
of proximal development and locate the potentialities for designing the activities
pedagogical methods by the teacher and the ways in which they will intervene in the elements
of improvement of their own learning by the student. They can constitute, evaluate
and integrate the academic productions of the portfolio.

The observation aims to collect evidence in the classroom about the

teaching-learning processes that are developed by the actors
educational. The observation and recording of behavior and work of the
Students have long been a strategy employed by teachers.
from young children in order to obtain the necessary information to achieve these
objectives (Falk, 2000, p.75).

Martínez states that the observation technique involves various strategies to

investigate and document the information observed:

Observation through qualitative records.

Interview.
Checklist.
Sketch.
Document collection.
Audiovisual records.

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The classroom observation contents focus on the work climate, the
contents, strategies, ways to interact and communicate with each other, the
teaching methodology, cognitive, affective, and social development, among others.

The way to articulate, reflect, and integrate the products generated in each of
the evidence is through the delimitation of achievement levels by means of
indicators that delimit the way to develop the learning activity and power
locate the expected performance.

Bibliographic references

Baroody, Arthur J. (2000) The mathematical thinking of children, Visor, Spain.

Broitman C., Kuperman C., Ponce H. (2005) Numbers in the initial level, Hello guys,
Buenos Aires.

Dictionary of Educational Sciences (1997), Santillana, Mexico.

Falk, Beverly (2000). "The observation of students and their work," in Allen David
(Comp.) The evaluation of students' learning. A tool
for the professional development of teachers. Buenos Aires Argentina: Paidós.

Goodrich, H (1996)Understanding rubrics Educational Leadership, 54(4), 14-17

Reprinted with permission. Translating Dora Ma. Ruiz Galindo.

INEE (2008) Report of the Directorate of Tests and Measurement of the National Institute
for the Education Evaluation. Learning in third preschool, Mexico.

Labinowicz, E. (1998) Introduction to Piaget, Pearson Addison Wesley. Mexico.

Litwin, Edith. (1998). The evaluation: a field of controversies and paradoxes or a new
place for good teaching, in the assessment of learning in the debate
contemporary didactic by W. de Cailloni, Alicia R., Susana Celmal, Edith Litwin and
María del Carmen Paou de Maté. Buenos Aires, Argentina: Paidós.

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Martí Sala, Eduardo (1991) Developmental Psychology. Theory and Areas of Research.
Barcelona, Anthropos.

["Martínez, María Teresa, Sergio Olivares, Lina Peralta, Magdalena Pizarro, Patricia"]
[Link]/.../La%20observaci%F3n%20de%[Link], 18
August 2009.

Monereo, C (1997). Teaching and learning strategies. Training of

Teaching and application in the school. Madrid, Spain: Grao.

Moreno, Isidro. (2004). La utilización de medios y recursos didácticos en el aula.

From: [Link]
[Link] version September 21, 2010.

Nichols, Palmer, and Schacht (1971) Modern Geometry, CECSA, Mexico.

Saint Onge, Michael (2000) I explain but do they... learn?, FCE/SEP, Mexico.

SEP (1981) Preschool Education Program. Book 3, methodological supports.

Mexico.

SEP (1993) Anthology of support for teaching practice at the preschool level,
Subsecretariat of Basic Education. General Directorate of Education
Preschool, Mexico.

SEP (1997) Genesis of mathematical thinking in preschool children,

UPN, Mexico.

SEP (2003) Teaching and learning arithmetic in third grade of preschool,

Secretariat of Education of the State of Michoacán, Morelia. SEP (2004) Program
of Preschool Education, Mexico.

SEP (2005) Training and Professional Development Course for Teaching Staff
of preschool education. Volume I, Mexico.

12 Members of the Educating Project Team in the Community

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Preliminary Version: First Phase
SEP (2007) Sectorial Education Program, Mexico.

Sergeant, Tim. (2001) What are professional portfolios?, in Giselle O. Martin-

Kniep. Performance portfolios of teachers, professors, and administrators. Wisdom
from practice. Buenos Aires, Argentina: Paidós.

UPN (1994) The game. Problem-solving through play, UPN.

Vygotsky, Lev S. (1988) The Development of Higher Psychological Processes,
Grijalbo, Mexico.

Vila A. Callejo M. (2005)Matemáticas para aprender a pensar, Narcea, Madrid.

W. de Cailloni, Alicia R., (1998). The quality of evaluation program and the
instruments that integrate them, in the evaluation of learning in the debate
contemporary didactics by W. de Cailloni, Alicia R., Susana Celmal, Edith Litwin and
María del Carmen Paou de Maté. Buenos Aires, Argentina: Paidós.

Zavala Vidiella Anthony (2009) Approach globalizer and

complex thought, Graó, Barcelona.

Webography

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[Link]
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http;//[Link]/info/doc/profe/Isidro/utilizaci%F3n%20de%20medios%20y%20r
[Link]

Mathematical Glossary

Add To unite or bring together some people or things with others.

Cardinality It is the function of the number as a memory of quantity.

Compare Focus attention on two or more objects to discover their relationships or
estimate their differences or similarities.
Count Mathematical knowledge that allows quantifying a collection, that is,
determine the quantity of objects it has.
Correspondence Determine the equivalence of the sets in which the term relates
to term two collections to check equivalence.
Correspondence The one that exists or is established between the elements of two sets when,
bijective In addition to being unambiguous, it is reciprocal; that is to say, when each element
the second set corresponds, without ambiguity, to one from the first.

Equivalence Equality of areas in flat figures of different shapes, or of areas or

volumes in different solids.
Enumerate State successively and orderly the parts of a set.
Figure Geometric object bounded by curved or straight lines.
Shape Figure that is given volume, thickness and can be displayed in views
different.
Equality The conformity of something with another thing in nature, form, quality or
amount.
Class inclusion Relationship between each subclass and the class it is part of.
Join Join some things with others. || Gather, congregate, put in the same place.

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To measure Determine the length, area, volume, time, and other quantities and
use the appropriate tools to do it. The units for measurement
include inches, feet, grams, kilograms, pounds, tons, gallons, liters and
dollars.
Belonging Relationship established between each element and the class it belongs to.
part.
Problem A problematic situation is a new situation, of which nothing is known.
in advance the method of resolution. This novelty implies that children
and the girls have to think to find one or several strategies that
they lead them to solve the situation.
Ordinality It is the function of the number as a memory of position.
Remove Taking something by separating it and putting it away from other things, or from the place or site.
that it was.
Range It is the difference between the largest and the smallest of the ordered data.
To distribute To bring together certain things to collect them or for some other purpose.
Gather Come together again, gather, congregate, pile up. || Combine certain things
to collect them or for some other purpose.
Sequence Continuity, ordered succession. || Series or succession of things that maintain
a certain relationship with each other

Time Physical magnitude that allows to order the sequence of events,

establishing a past, a present, and a future. Its unity in the system
International is the second.
Join To join two or more things together, making them a whole.

Pedagogical Glossary

Epistemology The epistemology ofand deals with the definition of knowledge and concepts
related, of thesources,the criteria, the types ofand knowledge ppossible
and the degree to which each one is true; as well as the exact relationship
between the knower and the known object.
Explaining the essence of knowledge is to reflect on the relationship that
exists between man and his surrounding environment, it is to define the act of knowing,
which consists of obtaining information about a thing. The theory of
knowledge is a philosophical doctrine and meanslove towisdom,
desire to know, to understand.
Didactics Ciencia de la enseñanza y el aprendizaje|| Enseñar, instruir, explicar.

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Strategy Set of actions carried out to achieve a specific goal.
A plan that should allow for the better distribution of resources and
available means in order to achieve those objectives
desired.
Technique Procedure or set of rules, norms, or protocols that have as
goal to achieve a determined result.
Pedagogy It is the science that aims to study Formation and studies the
education as a socio-cultural and specifically human phenomenon.
Science that deals with education and teaching. This
science provides guidelines for planning, executing, and evaluating processes of
teaching and learning.
Process Evolution of a phenomenon through several stages.
Performance Expected result with the competency element.

Competition A set of abilities that includes knowledge, attitudes,

skills and abilities that a person achieves through processes of
learning and that manifest in their performance in situations and
diverse contexts.
Principles It is a central concept of some system, it is the foundation, the base of a
guarantee. || General standards, maximally universal.
Fundamentals Principle and foundation on which rests and supports a building or another
thing. || Principle, basis or reasoning.

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Jalisco Education Secretariat | Fun Math

Preliminary Version: First Phase