DETECCIÓN DE DIFICULTADES EN EL PROCESO DE APRENDIZAJE DEL CONCEPTO DE SIMETRÍA EN EDUCACIÓN INFANTIL

Abstract

When we talk about symmetry, it is understood not only as a mathematical concept, but also as a concept associated with beauty, or as evidence of balance in natural processes. In this sense, it is clear that the understanding of this concept is linked to certain tasks associated with the ability to visualize. Therefore, in this article we intend to investigate the difficulties shown by 5-year-old children in the different levels of understanding symmetry. To this end, we have implemented a learning sequence specifically designed to promote the understanding of the concept of symmetry and based on contextualized mathematics, to subsequently carry out a case study. The results lead us to conclude that the greatest difficulty arises when children face the detection of different axes of symmetry, when there is more than one.