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<p>This study addresses the critical issue of mathematical underperformance among preschoolers in Yopal Casanare, Colombia, through the perspective of an action research project. It focuses on the design and implementation of a didactic unit aimed at promoting numerical thinking, specifically seriation and structured counting, in preschool students. The methodology centers on qualitative action research, combining problem-solving approaches to comprehensively examine and transform educational practices. The intervention was designed to address identified weaknesses in mathematical competencies. To assess the initial state of mathematical competence, the Utrecht Early Mathematical Education Test was administered to 25 transition-grade children, revealing significant deficiencies in seriation and structured counting. The didactic unit included three activities focused on pattern identification, structured counting, and comparison of collections. Post-intervention assessments demonstrated notable improvements in these areas, though the emphasis remains on qualitative insights rather than statistical significance. This study contributes valuable insights into early childhood mathematics education, highlighting the potential of problem-solving-based interventions to enhance foundational mathematical competencies and emphasizing the importance of early diagnostic assessment and targeted educational strategies.</p>

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Mathematical Thinking in Preschool: Strengthening Seriation and Counting Through Problem Solving

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月26日

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  • Roberto Carlos Torres-Peña,
  • Darwin Peña-González,
  • Edwan Anderson Ariza-Echeverri

摘要

This study addresses the critical issue of mathematical underperformance among preschoolers in Yopal Casanare, Colombia, through the perspective of an action research project. It focuses on the design and implementation of a didactic unit aimed at promoting numerical thinking, specifically seriation and structured counting, in preschool students. The methodology centers on qualitative action research, combining problem-solving approaches to comprehensively examine and transform educational practices. The intervention was designed to address identified weaknesses in mathematical competencies. To assess the initial state of mathematical competence, the Utrecht Early Mathematical Education Test was administered to 25 transition-grade children, revealing significant deficiencies in seriation and structured counting. The didactic unit included three activities focused on pattern identification, structured counting, and comparison of collections. Post-intervention assessments demonstrated notable improvements in these areas, though the emphasis remains on qualitative insights rather than statistical significance. This study contributes valuable insights into early childhood mathematics education, highlighting the potential of problem-solving-based interventions to enhance foundational mathematical competencies and emphasizing the importance of early diagnostic assessment and targeted educational strategies.