<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132023000200111</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v3i6.38</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción de aprendizajes matemáticos de impacto en la educación inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction of impact mathematical learning in initial education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Construção de aprendizagem matemática de impacto na educação inicial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monzón Centeno]]></surname>
<given-names><![CDATA[Vanessa Azucena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gayo García]]></surname>
<given-names><![CDATA[Milagros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mamani Ticona]]></surname>
<given-names><![CDATA[María Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chapoñan Adanaqué]]></surname>
<given-names><![CDATA[Lucy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior Pedagógico Privado Nueva Esperanza  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>3</volume>
<numero>6</numero>
<fpage>111</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132023000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132023000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132023000200111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La construcción de aprendizajes matemáticos de impacto en Educación Inicial requiere de enfoques pedagógicos innovadores y efectivos que promuevan el desarrollo de habilidades cognitivas y lingüísticas, así como la autorregulación y el razonamiento lógico-matemático. El objetivo del estudio fue analizar la importancia de la construcción de aprendizajes matemáticos de impacto en la educación inicial. Se trabajó un enfoque investigación cualitativa-fenomenológica, centrándose en la interpretación de experiencias y percepciones de los maestros mediante entrevistas. Los participantes del estudio están conformados por un grupo de siete expertos en educación primaria. Los principales resultados muestran que las actividades prácticas de clasificación son efectivas para promover el razonamiento lógico matemático inicial en los niños, esto se debe a que trabajan con objetos concretos. Los expertos en educación matemática destacan la necesidad de que los maestros utilicen enfoques prácticos e interactivos en el aula, como el uso de material concreto y la resolución de problemas del mundo real. Se concluye que la construcción del aprendizaje matemático en educación inicial requiere enfoques pedagógicos activos e innovadores centrados en el estudiante. Estos enfoques deben aprovechar los intereses y motivaciones del alumno a través del juego, la manipulación multisensorial y la experimentación en la resolución de problemas cotidianos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The construction of impactful mathematical learning in Early Childhood Education requires innovative and effective pedagogical approaches that promote the development of cognitive and linguistic skills, as well as self-regulation and logical-mathematical reasoning. The objective of the study was to analyze the importance of constructing impactful mathematical learning in early education. A qualitative-phenomenological research approach was used, focusing on the interpretation of teachers&#8217; experiences and perceptions through interviews. The study participants are made up of a group of seven experts in primary education. The main results show that practical classification activities are effective in promoting initial mathematical logical reasoning in children, this is because they work with concrete objects. Mathematics education experts highlight the need for teachers to use hands-on, interactive approaches in the classroom, such as using concrete materials and solving real-world problems. It is concluded that the construction of mathematical learning in early education requires active and innovative pedagogical approaches centered on the student. These approaches should take advantage of the student&#8217;s interests and motivations through play, multisensory manipulation, and experimentation in solving everyday problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A construção de uma aprendizagem matemática impactante na Educação Infantil requer abordagens pedagógicas inovadoras e eficazes que promovam o desenvolvimento de competências cognitivas e linguísticas, bem como a autorregulação e o raciocínio lógico-matemático. O objetivo do estudo foi analisar a importância da construção de uma aprendizagem matemática impactante na educação infantil. Foi utilizada uma abordagem de pesquisa qualitativa-fenomenológica, com foco na interpretação das experiências e percepções dos professores por meio de entrevistas. Os participantes do estudo são formados por um grupo de sete especialistas em educação básica. Os principais resultados mostram que as atividades práticas de classificação são eficazes na promoção do raciocínio lógico matemático inicial nas crianças, isso porque trabalham com objetos concretos. Os especialistas em educação matemática destacam a necessidade de os professores utilizarem abordagens práticas e interativas na sala de aula, como a utilização de materiais concretos e a resolução de problemas do mundo real. Conclui-se que a construção da aprendizagem matemática na educação infantil requer abordagens pedagógicas ativas e inovadoras centradas no aluno. Essas abordagens devem aproveitar os interesses e motivações do aluno por meio de brincadeiras, manipulação multissensorial e experimentação na resolução de problemas cotidianos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Construcción de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[educación inicial]]></kwd>
<kwd lng="es"><![CDATA[maestros]]></kwd>
<kwd lng="es"><![CDATA[alumnos]]></kwd>
<kwd lng="en"><![CDATA[Construction of learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics, initial education]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="pt"><![CDATA[Construção da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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