Strengthening spatial-geometric thinking through multiple intelligences in early childhood education

Abstract

This action research was based on the purpose of strengthening spatial-geometric thinking through multiple intelligences, in early childhood students, at the Miguel Antonio Caro IED school, in Bogotá, between the academic years 2014 and 2018 respectively. The present one, was framed in a mixed approach, of descriptive type, in a population of schoolchildren, of primary education, of third and fifth grades. The collection of information was based on the direct observation technique, in conjunction with the results achieved by the students, on the state primary SABER tests and data obtained with the application of the teacher questionnaire, to diagnose multiple intelligences in Armstrong's primary school (2001 ); and the adaptation of Prieto and Ballester (2003). Estimated the outlined data, it was concluded, in the need to mediate academically, through the design and execution of a pedagogical intervention program, structured with dynamic strategies, from multiple intelligences, leading to the consolidation of spatial-geometric thinking, in schoolchildren , managing to enhance mathematical skills and competences, typical of spatial-geometric thinking.