Consideration of learning as a product of establishing multiple connections between what is new and what has been learned previously. It is, therefore, a procedure of approach of the student to the reality to know and, whose success, will depend in a fundamental way that the established relations and the constructed meanings are wide and diverse.
Published in Chapter:
Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education
David Zamorano-Garcia (University of Castilla-La Mancha, Spain), Paula Flores-Morcillo (University of Castilla-La Mancha, Spain), María Isabel Gil-García (University of Murcia, Spain), and Miguel Ángel Aguilar-Jurado (University of Castilla-La Mancha, Spain)
Copyright: © 2021
|Pages: 22
DOI: 10.4018/978-1-7998-7585-7.ch003
Abstract
This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.