Desarrollo de las competencias matemáticas en el nivel inicial a través de los juegos interactivos y vivenciales
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El objetivo de esta investigación fue determinar la influencia de los juegos interactivos y vivenciales en el desarrollo de las competencias matemáticas en niños de 5 años de la Institución Educativa 878 -Carabayllo, Perú. Se utilizó un diseño cuasiexperimental longitudinal para la recolección de datos. La muestra estuvo compuesta por 160 estudiantes, de los cuales 79 integraron el grupo experimental y 81 el grupo control. El análisis de los datos se realizó mediante estadística descriptiva y la prueba U de Mann-Whitney para la contrastación de hipótesis. Los resultados mostraron una diferencia significativa en el desarrollo de las competencias matemáticas entre el grupo experimental y el grupo control, a favor de los juegos interactivos y vivenciales. Con base en la significancia del postest (p = 0.000 < 0.05), se rechazó la hipótesis nula y se aceptó la hipótesis alterna: los juegos interactivos y vivenciales influyen positivamente en la adquisición de competencias matemáticas.
The objective of this research was to determine the influence of interactive and experiential games on the development of mathematical competencies in 5-year-old children of the Educational Institution 878 -Carabayllo, Peru. A longitudinal quasi-experimental design was used for data collection. The sample consisted of 160 students, of which 79 were in the experimental group and 81 in the control group. Data analysis was performed using descriptive statistics and the Mann-Whitney U test for hypothesis testing. The results showed a significant difference in the development of mathematical skills between the experimental group and the control group, in favor of the interactive and experiential games. Based on the significance of the posttest (p = 0.000 < 0.05), the null hypothesis was rejected and the alternative hypothesis was accepted: interactive and experiential games have a positive influence on the acquisition of mathematical skills.
The objective of this research was to determine the influence of interactive and experiential games on the development of mathematical competencies in 5-year-old children of the Educational Institution 878 -Carabayllo, Peru. A longitudinal quasi-experimental design was used for data collection. The sample consisted of 160 students, of which 79 were in the experimental group and 81 in the control group. Data analysis was performed using descriptive statistics and the Mann-Whitney U test for hypothesis testing. The results showed a significant difference in the development of mathematical skills between the experimental group and the control group, in favor of the interactive and experiential games. Based on the significance of the posttest (p = 0.000 < 0.05), the null hypothesis was rejected and the alternative hypothesis was accepted: interactive and experiential games have a positive influence on the acquisition of mathematical skills.
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Vol. 8, No. 35