El método Montessori como generador de aprendizajes en el área de matemáticas

Abstract

This monographic work is the result of a research that is located within the educational, pedagogical and didactic field, where it is intended to argue bibliographically how the Montessori method generates learning in the area of mathematics. In relation to this objective, we seek to learn about the contributions offered by the Montessori method to the learning of mathematics in elementary education, so we begin by investigating the emergence of this method, and then define its main characteristics such as the stages of development, sensitive periods, learning areas, teaching materials and their classification, as well as the roles of the teacher and student. Subsequently, the 2016 curricular reform is analyzed, specifically the area of mathematics established by the Ministry of Education, thus reviewing the pedagogical foundation, the teaching-learning process for the elementary and middle sub-levels, in order to know how their mathematical processes take place. In addition, other types of mathematical learning and the errors that can be found in this area of knowledge are contextualized. Finally, the two variables are analyzed through a review of the national and international literature, in order to relate them to the theory previously found and from there determine the existing link between both. Therefore, it is concluded that it is necessary to change the ways of teaching and learning in the area of mathematics, through the implementation of innovative methods, such as the Montessori method, through which it is possible to propose strategies and contextualized activities that contribute to the cognitive development of the student that allow him/her to build meaningful learning.