Cooperative learning and notions of geometry in 5-year-old children in educational preschool institutions

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Dulio Oseda Gago , Ruth Katherine Mendivel Gerónimo, Jesús Mery Arias Huánuco, Angélica Sánchez Castro

Abstract

Cooperative learning has become a fundamental teaching-learning strategy for the social construction of knowledge.
This methodology is ideal for preschool students in regions such as Latin America and the Caribbean, where the effects of
learning poverty condition socioeconomic development. Therefore, the objective was to assess the incidence of cooperative
learning in the teaching of geometry in 5-year-old students of educational preschool institutions in the three natural regions of
Peru. This research was qualitative and descriptive-correlational. Two data collection instruments were applied to 78 students
who served as a sample. The Spearman’s Rho was used to analyze the relationship between the variables, which confirmed the
positive relationship between them; therefore, the influence of incorporating this type of learning has an impact on the logical
development of children. A quality education with optimal learning strategies will lead these students in the future to a good
level of performance in academic tests such as PISA.

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