Método Singapur para incrementar el desarrollo de competencias tempranas en niños de 4 años
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Date
2025-12-05
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Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La investigación tuvo como objetivo determinar en qué medida la aplicación del método Singapur incrementó el desarrollo de las competencias matemáticas tempranas en los niños de 4 años del aula “Creativos” de la Cuna Jardín San Francisco de Asís, en el distrito de Chorrillos. El estudio se enmarcó en un enfoque cuantitativo, con diseño cuasi experimental de grupo control y experimental con pre y postest. La muestra estuvo conformada por 40 niños, distribuidos equitativamente entre ambos grupos. Se utilizó como instrumento el Test de Evaluación de Matemáticas Tempranas (TEMT), validado por juicio de expertos. Las dimensiones evaluadas fueron la relacional (clasificación, comparación, seriación y correspondencia) y la numérica (conteo verbal, estructurado, resultante y conocimiento general de los números). Los resultados evidenciaron diferencias significativas en los puntajes del grupo experimental tras la aplicación del método, en contraste con el grupo control que mostró avances mínimos. Se concluye que el método Singapur es una estrategia pedagógica efectiva que potencia el desarrollo lógico-matemático desde edades tempranas, al promover aprendizajes significativos a través del enfoque concreto-pictórico-abstracto, el uso de material manipulativo y la resolución reflexiva de problemas.
The objective of this research was to determine the extent to which the application of the Singapore Method improved the development of early mathematical competencies in 4-year-old children from the Cuna, located in the district of Chorrillos. The study followed a quantitative approach with a quasi-experimental design, including control and experimental groups with pretest and posttest measures. The sample consisted of 40 children, equally divided between the two groups. The instrument used was the Early Mathematics Evaluation Test (TEMT), validated through expert judgment. The assessed dimensions included relational skills (classification, comparison, seriation, and one-to-one correspondence) and numerical skills (verbal, structured, and resulting counting, and general number knowledge). The results showed statistically significant differences in the scores of the experimental group after the intervention, compared to the control group which showed only minimal progress. It is concluded that the Singapore Method is an effective pedagogical strategy that enhances logical- mathematical development from an early age, by fostering meaningful learning through the concrete-pictorial-abstract approach, the use of manipulative materials, and reflective problem solving.
The objective of this research was to determine the extent to which the application of the Singapore Method improved the development of early mathematical competencies in 4-year-old children from the Cuna, located in the district of Chorrillos. The study followed a quantitative approach with a quasi-experimental design, including control and experimental groups with pretest and posttest measures. The sample consisted of 40 children, equally divided between the two groups. The instrument used was the Early Mathematics Evaluation Test (TEMT), validated through expert judgment. The assessed dimensions included relational skills (classification, comparison, seriation, and one-to-one correspondence) and numerical skills (verbal, structured, and resulting counting, and general number knowledge). The results showed statistically significant differences in the scores of the experimental group after the intervention, compared to the control group which showed only minimal progress. It is concluded that the Singapore Method is an effective pedagogical strategy that enhances logical- mathematical development from an early age, by fostering meaningful learning through the concrete-pictorial-abstract approach, the use of manipulative materials, and reflective problem solving.
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Keywords
Método Singapur, Educación inicial, Competencias matemáticas tempranas, Enfoque CPA, Resolución de problemas, Cuasi experimental