Desarrollo de nociones geométricas a través de sesiones de Arte y Cultura
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2023-01-10
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Pontificia Universidad Católica del Perú
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El presente documento se basa en una investigación realizada acerca del desarrollo
de la competencia geométrica a través del arte. El problema formulado es ¿Cómo se
aplican las nociones geométricas propuestas en la competencia Resuelve problemas
de forma, movimiento y localización en las sesiones de Arte y Cultura en el segundo
grado de primaria? Para ello, se plantea analizar la aplicación de las nociones
geométricas propuestas en la competencia Resuelve problemas de forma, movimiento
y localización en las sesiones de Arte y Cultura en el segundo grado de primaria, como
objetivo general. Este estudio se sustenta en el enfoque cualitativo y es de tipo
descriptivo. Se obtuvo información sobre las nociones geométricas que se plantean
en el área de Matemática y luego se analizó cómo estas se están desarrollando en el
área de Arte y Cultura. Para ello, se aplica un análisis documental del cuaderno de
trabajo de Matemática del segundo grado elaborado por el Ministerio de Educación;
una observación no participante de sesiones de Arte y Cultura para reconocer qué
nociones geométricas están inmersas en las actividades artísticas que propone la
docente; y una entrevista semiestructurada a la docente del aula para ampliar la
información de las nociones geométricas desarrolladas mediante el arte bajo su
perspectiva. Finalmente, se concluye que las nociones geométricas más trabajadas
en el segundo grado son las pertenecientes a los contenidos métricos y habilidades
visuales. Además, es posible desarrollar diversas nociones geométricas en las
sesiones de Arte dependiendo de la disciplina artística que se esté implementando.
The present document is based on an investigation carried out on the development of geometric competence through art. The formulated problem is How to apply the geometric notions proposed in the Solve problems of form, movement and location competence in the Art and Culture sessions in the second grade of elementary school? For this, it is proposed to analyze the application of geometric notions posed in the Solve Problems of form, movement and location Competence in the Art and Culture sessions in the second grade of elementary school, as a general objective. This study is based on the qualitative approach and is descriptive. Information was obtained on the geometric notions that arise in the area of Mathematics and then how these are being developed in the area of Art and Culture was analyzed. Therefore, three methodological techniques were applied, first, the documentary analysis with the second grade Mathematics book prepared by the Ministry of Education; second, nonparticipant observation of Art and Culture sessions to recognize which geometric notions are immersed in the artistic activities proposed by the teacher; and, third, the semi-structured interview with the classroom teacher to expand the information on the geometric notions developed through art from her perspective. Finally, it was concluded that the most worked geometric notions in the second grade are those belonging to metric content and visual skills. In addition, it is possible to develop various geometric notions in the Art sessions depending on the artistic discipline that is being implemented.
The present document is based on an investigation carried out on the development of geometric competence through art. The formulated problem is How to apply the geometric notions proposed in the Solve problems of form, movement and location competence in the Art and Culture sessions in the second grade of elementary school? For this, it is proposed to analyze the application of geometric notions posed in the Solve Problems of form, movement and location Competence in the Art and Culture sessions in the second grade of elementary school, as a general objective. This study is based on the qualitative approach and is descriptive. Information was obtained on the geometric notions that arise in the area of Mathematics and then how these are being developed in the area of Art and Culture was analyzed. Therefore, three methodological techniques were applied, first, the documentary analysis with the second grade Mathematics book prepared by the Ministry of Education; second, nonparticipant observation of Art and Culture sessions to recognize which geometric notions are immersed in the artistic activities proposed by the teacher; and, third, the semi-structured interview with the classroom teacher to expand the information on the geometric notions developed through art from her perspective. Finally, it was concluded that the most worked geometric notions in the second grade are those belonging to metric content and visual skills. In addition, it is possible to develop various geometric notions in the Art sessions depending on the artistic discipline that is being implemented.
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Matemáticas--Estudio y enseñanza (Primaria), Geometría--Estudio y enseñanza, Educación primaria--Investigaciones, Educación y arte, Danza--Estudio y enseñanza
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