Teselaciones para niños: una estrategia para el desarrollo del pensamiento geométrico y espacial de los niños

Sonia Milena Uribe Garzón, Óscar Leonardo Cárdenas Forero
y James Frank Becerra Martínez

Abstract: The present article describes the elements that are immersed in the didactic proposal Tessellations for Children, as a class alternative, that has been developed in the school with preschoolers and the primary school children(between 5 and 11 years old) since 2004. It appeals to the job with tessellations (artistic creations with regular or irregular polygons that repeated on the plane completely fill a region without gaps or overlapping) in order to develop the spatial thinking skills (visual-motor coordination, figure-ground coordination, perceptualconstancy, perception of position in space, spatial relations perception, visual discrimination and visual memory) and the construction of knowledge, ideas and geometric concepts (Euclidean for example line, vertex and polygons; topological as inner region and border; projective and isometrics own the Euclidean plane and from the geometry transformation in which are rotation, translation and reflection) from children in primary school. The proposal materializes in the design and implementation of a number of didactic units structured coherently that integrate elements of geometry, of the spatial knowledge and the artist expression that permits to integrate a new curriculum into a new mathematic and artist knowledge.

Keywords: active geometry, geometric tessellations, spatial perception skills, geometric concepts and ideas.


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