2026-06-05T15:55:55Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/226422026-02-03T11:56:35Zcom_10630_2254col_10630_37959

Moral-Sánchez, Silvia Natividad Cabello-Fortes, Sara Inmaculada 2021-07-14T08:09:07Z 2021-07-14T08:09:07Z 2021 https://hdl.handle.net/10630/22642 Mathematical education in early childhood education has the challenge of incorporating ICT (Information and communication technologies) as a vehicle that helps the teaching-learning process, adapting in this way to digital natives. It is also important not to lose the essence of the manipulative and experiential materials that help to build and develop mathematical thinking. Learnings such as the genesis of number, counting, order or magnitude relationships, classifications, associations, identifications or topological and projective coordinates are fundamental concepts for this stage, that will be the basis and a prelude to learning the operations of the additive field and multiplicative or 2D and 3D geometry in the following stages of primary education. On the other hand, motivation when carrying out these activities is essential for lasting and meaningful learning to take place. This proposal aims to make explicit an experience carried out in the second cycle of early childhood education within the field of logic mathematics with an active and participatory methodology of a playful nature, that respects the different learning rhythms. To do this, augmented reality tools have been used combined with manipulative materials that are part of a themed common thread that unites the entire proposal. Autonomous learning achieved by discovery of the experiential and observational method will be analyzed through a grid of items. All this, to achieve a lasting and meaningful learning in mathematics in early childhood education. eng open access Matemáticas -- Estudio y enseñanza Manipulative materials and augmented reality : a challenge for the for the teaching-learning of Mathematics in early childhood education conference output