¡Salta, suma y resta!Propuesta didáctica para la enseñanza de operaciones aritméticas básicas en el alumnado de Educación Infantil

Resumen

Over the last decade, educational psychologists have shown interest in the study of the possible effects that the performance of body movements can have on school learning. The analysis of the link between motor skills and cognition has been examined from different theoretical approaches, one of them being the perspective of corporeal cognition. Recent studies suggest that the inclusion of movement during instruction in the classroom context is an effective procedure to promote the consolidation and storage of the academic content displayed, its retrieval and subsequent recall. Several researchers have examined the extent to which sustaining instruction in movement, as opposed to traditional sedentary procedures, favors the learning of certain aspects of mathematical knowledge in students in kindergarten and early elementary school. For example, moving along a series of numbers arranged on the floor either forwards (increasing series) or backwards (decreasing series) improved subsequent performance in a magnitude comparison task in kindergarten students. Based on the previous evidence, this paper proposes a simple instructional task based on movement and aimed at early childhood education students that could simultaneously favor the acquisition and mastery of the simple arithmetic operations of addition and subtraction.