14 Strategies and challenges for the sciences teaching in primary school in a virtual

L A S T A B L A S D E M U L T I P L I C A R A P R E N D I Z A J E Y D I V E R S I O N

Cuando los niños manejan al menos un algoritmo de suma y resta ya saben sumar y restar, suelen sentirse especialmente motivados por aprender a multiplicar, Finalmente, qué es la multiplicación sino una suma abreviada? ¿qué es la multiplicación sino una suma abreviada? . Por lo general, esta suele ser una de las primeras habilidades matemáticas que se aprende en el colegio ya que les sirve para resumir su algoritmo de la suma hacer grandes sumas de forma más rápida, pero también es una de las que más trabajo les cuesta aprender.

Sin embargo, para aprender a multiplicar no es necesario recurrir exclusivamente a la memoria ya que, a fin de cuentas, se trata de una habilidad que requiere cierta dosis de razonamiento lógico...

Hoy en día existen muchísimas estrategias para aprender a multiplicar que repetir de memoria las tablas de multiplicación, como por ejemplo los ejemplo, los juegos lúdicos, juegos lúdicos y académicos, tanto físicos como virtuales ..

En los juegos académicos podemos académicos podemos hacer referencia a referencia a la tabla, la tabla de Pitágoras o tabla pitagórica. Esta es una forma alternativa y más compacta de representar las 10 tablas de multiplicación,. Fue desarrollada por el famoso matemático Pitágoras hace siglos, pero aún hoy sigue siendo muy útil para que los niños aprendan a multiplicar. la La clave de su eficacia radica en que ayuda a visualizar de forma muy simple, las multiplicaciones, a la vez que refleja de forma más clara, algunas propiedades matemáticas, como la propiedad conmutativa,, aquella que reza la propiedad de que intercambiar el orden de los factores, sin que seno altera el producto, lo cual le ayuda a los niños a estudiantes niños a apropiarse con más facilidad de este saber contenido.

El cometido básico de un juego es el de pasatiempo y diversión, quizás por eso la enseñanza es reacia a su utilización en muchas situaciones ,, aun así, así, debemos tener en cuenta que los niños piensan niños, piensan en la diversión en primera instancia olvidándose instancia olvidándose de otras cosas todo lo demás, esta es una situación queque, desde un punto de vista más pedagógico, el docente debería la situación que en el profesor debería aprovechar. Dice Alsina (1991), “Enseñar y aprender Matemáticas puede y debe ser una experiencia feliz. Curiosamente casi nunca se cita la felicidad dentro de los objetivos educativos, pero es bastante evidente que sólo podemos hablar de una labor docente bien hecha cuando todos alcancemos un grado de felicidad satisfactorio” .

De tal manera, la manera lúdica provoca el interés, y la admiración, y motivación en los niños, los niños, es por eso que por lo que se debe usar el juego como herramienta pedagógica herramienta pedagógica para el aprendizaje de las, de las tablas de multiplicar.

Cualquier actividad que se utilice para reforzarlas, será de enorme utilidad para los niños. Por eso utilizamos las ganas de jugar de los niños y niñas motivados por el impulso de ganar, para lograr la memorización y racionalización de las tablas de multiplicar.

Estos juegos podrían ser aplicados durante dos o tres días a la semana en sesiones de unos 15 minutos, desde que se empieza a enseñar las tablas. Desde luego, Sería conveniente que se utilicen en el aula hasta la finalización del curso académico. Un contexto divertido como pueden ser los juegos que refuerza la información recibida, pero además y definitivamente, hace que aprender no sea tortuoso, sino por el contrario una experiencia amena yy, por lo tanto, constructiva..

Jovanna Botello Docente de matemáticas.

S T R A T E G I E S A N D C H A L L E N G E S F O R T H E S C I E N C E S T E A C H I N G I N P R I M A R Y S C H O O L I N A V I R T U A L

Teaching science in the current context of the virtual education, the teachers need to search different ways to teach, employing technological resources and creating new material to organize a didactic class. The foregoing shows the need to use strategies capable of correlating English with the topics to teach which they will be highlighted in this article considering Piaget’s theory of Cognitive Development and flipped learning model.

Tapsandes School and other educational institutions had to change the way of interaction with the students, the teacher’s methodologies and the resources employed in each class. With a view to support the academic process of children, National government and education secretary have guided teacher’s practice for exploring new teaching alternatives and training them in the use of TICS. (Rivera, 220) . The virtual teaching has been a new experience to search new ways to teach, employing technological ways to complement the explanations of the class, in addition, the synchronous connections allow the teacher to have a moment to interact and follow how students are learning with the new adaptations of the topics employing games and other kind of helping. (Habib, González, Collazos,

& Yousef, 2020)

Unfortunately, some students do not have the appropriate technological resource to study, for that reason, teachers have adapted the course content more flexible, to reduce the negative consequences of virtual study (Habib, González, Collazos, & Yousef, Exploratory Study in Iberoamerica on the Teaching-Learning Process and Assessment Proposal in the Pandemic Times, 220) . These different situations have allowed them to have more opportunities to innovate and create new material to support their ideas and improve the knowledge of the students promoting autonomous work. In this regard, to improve the knowledge of the students and motivate their learning, you can use a mythology like Flipped learning to allow the science teachers communicate their explanations employing a natural language, with the main goal that students can reflect and understand that all around them have a reason, a process by themselves (Izquierdo Aymerich & Aduriz Bravo, 2009) ..

Flipped learning model helps teachers to create new material employing technological resources, the idea is to change the traditional notion where only the teacher has the knowledge and the class is used to teach all the topics always in front of the class. This model helps the teacher organize and create material for helping students create their own concepts before the class employing different activities. (LaFee, 2013)

As teachers, we need to create spaces and moments where students can communicate their ideas employing new vocabulary and expressions in English, considering their sciences knowledge. (Izquierdo Aymerich & Aduriz Bravo, 2009) It is important teachers organize space into the class where students can apply activities or experiments to complement their previews knowledge. That is a good form to use the time’s work of the class, because teachers can improve the individual develop and the work group to achieve a meaningful learning. (Bergmann & Sams, 2014).

Flipped learning creates interactives spaces, where teacher need to know better their students, to organize material and classes appropriate fortheir students. The lesson plan must include the childrens cognitive develop stage, because that step could help to know how teachers can relate the cognitive process of the student with the new activities that they would like to create. (Huitt, W, & Hummel, J (2003).

Teachers need to adapt their methodologies and strategies according to the Piaget’s theory, children naturally enjoy observing and thinking about nature: ‘A child’s world is fresh and new and beautiful, full of wonder and excitement’ (Carson, 1984, p. 42).

eBy the way to create new material and use different technological resources in class, teacher approach needs to employ a model as Flipped learning where the students and teacher working together for building a meaningful knowledge. Piaget’s theory indicates that primary students are in the stage where their imagination is developing, which it is important for choosing a correct material to carry out in the class. (Huit & Hummel , 2006)

To the above, virtuality allows to teachers to change and adapt the strategies and methodologies employing technological resources adequate the children who receive the class. Flipped learning helps that process where students organize their time taking into account teacher’s instruction and the material prepared for the session. It is important not to forget to create spaces where students can make handcrafts to improve the practice part and the other skills that children need to develop. All is important when you are creating a space where you cannot share physically with your students, but you can make to feel your guide to the distance, trying to improve everyday your strategies to have and meaningful sciences learning in primary school.

Julie Paola Nausa Moreno Sciences teacher

A B O U T T H E B I L I N G U I S M A N D N E W S C H O O L C O M E B A C K

Since about 2 weeks ago, we have been able to come back to the classrooms somewhat normally, after this long hiatus in our regular schedule, now since this change and in order to keep concerns for the long running pandemic, we’ve got several alcohol dispensers, hand washing centers, different placement for the chairs on the classroom and even our teachers have been vaccinated, even though, some of our classmates are still taking their assignments from home but we have to take in account that it is a gradual change, mostly to keep us safe.

In a different matter, and as a student that has been, in my consideration very affected and annoyed by the remote t’s not to blame the school but the conditions though. Now, back in a more suited environment, one in which we can feel safer, more comfortable and overall focused, allowed to a better comprehension, mostly in theorical subjects that we just didn’t could keep up to before. Not to mention the psychological effects, globally the isolation caused/worsened clinical conditions in everyone, including kids, coming back it’s just a very calmful feeling, personally i could get a better view over myself, be more responsible and a pertenence that haven’t been in within me in a long time. overall a better experience that we couldn’t experience otherwise.

This is still an overlook, from our point of view as students we have missed much of the information we are intended to learn, even, our classmates at home are still trying to keep up., it have been two tought years so long, and the pressure it’s ever growing with final tests, daily projects and constant personal wrecks, but as much as our concern goes we still have much time still to go, and now, even more.

Our school is adopting a second lenguage, not like in previous year when the implementation was to say the least… steady, now, we have new schematics in play, books, teachers taking English courses for them to give us an extra hour in this second language, it’s still a clumsy and slow way to go but that’s what we need in order tu improve, from some years from now, the primary students will have a better and more sustainable way of learning, us coursing mayor grades, have the responsibility to make this system go further and smoothly, with the bare minimum that is required, proving that is working,

I hope,the school it’s made for the intented purpose of infusing knowledge, perhaps it’s mayor flailure is assuming this knowledge must be evaluated to make sure it’s imparted, but, as said, it’s the step is required to make it better in a long run, and for now, under those tests and pressure, we must take the chance to learn, the most simple things, terminology, conceptual meanings, topics, even grammar because mean the system works this way we must follow it, and I deeply trust in the students to keep going forward.

And until our graduation, so long, I hope for the best of lucks in this comeback

Claudia Jiménez Gordillo Coordinadora de Bilingüismo

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