Bibliographic citations
Ruiz, V., Bautista, S. (2023). Actividades lúdicas y desarrollo de competencias matemáticas en niños y niñas de la Institución Educativa Inicial 290, Posic [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5563
Ruiz, V., Bautista, S. Actividades lúdicas y desarrollo de competencias matemáticas en niños y niñas de la Institución Educativa Inicial 290, Posic []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2023. http://hdl.handle.net/11458/5563
@misc{renati/1055475,
title = "Actividades lúdicas y desarrollo de competencias matemáticas en niños y niñas de la Institución Educativa Inicial 290, Posic",
author = "Bautista Campos, Shirley",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2023"
}
The acquisition of mathematical skills, as well as the mastery of reading and writing, is established as one of the key pillars within the educational system, given its vital instrumental role in the training process. These elements are fundamental in education (Orrantia, 2006, p.1). At the same time, the natural tendency of human beings towards playfulness and, specifically, towards play as its most innate expression, plays a crucial role in enriching the development of meaningful skills in children. For this reason, various pedagogical methodologies emphasize the importance of play as an essential element in childhood development, as highlighted by Castañeda and Mateus (2011). This study focused on determining the relationship between participation in play activities and the development of mathematical competencies of students at the Institución Educativa Inicial N° 290, located in Posic. For this purpose, two observation cards were used and applied to a group of 58 children. The study adopted a descriptive approach with a correlational design for its investigation. The results obtained in the play activities showed an outstanding level of achievement in its various dimensions, such as seriation (74.1%), classification (77.6%), ordinality (41.4%), correspondence (70.7%), Spatial location (69%) and comparison (62.1%). On the other hand, children's mathematical competencies were assessed as achieved in the dimensions of quantity problem solving (74.1%) and shape, motion and location problem solving (70.7%). The conclusion of the study indicated a moderate positive correlation (rho = 0.592) between participation in play activities and the development of mathematical competencies in children.
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