{"id":1769,"date":"2017-03-31T04:16:52","date_gmt":"2017-03-31T04:16:52","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1769"},"modified":"2017-04-06T18:28:40","modified_gmt":"2017-04-06T18:28:40","slug":"berciano-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/berciano-en\/","title":{"rendered":"Relevance of Spatial Orientation in the Teaching Projects for Childhood Education"},"content":{"rendered":"<p><a href=\"mailto:ainhoa.berciano@ehu.eus\">Ainhoa Berciano<\/a><br \/>\n<a href=\"mailto:clara.jimenez@unirioja.es\">Clara Jim\u00e9nez-Gestal<\/a><br \/>\n<a href=\"mailto:jon.anasagasti@ehu.eus\">Jon Anasagasti<\/a><\/p>\n<p><strong>Abstract:<\/strong> Results are reported of an exploratory study of how the teaching projects<br \/>\nshow the spatial orientation in Childhood Education in the Basque Country; to<br \/>\nthis end, 9 educational projects from a total of 11 publishers were selected. After<br \/>\nanalyzing the treatment of static orientation and the orientation of the subject<br \/>\nin real spaces in the second cycle of this educational period, we conclude that<br \/>\ndespite the evidence of a large dispersion in the approach to it, the importance<br \/>\ngiven to orientation is limited, where in the early years there is a greater emphasis<br \/>\non static orientation, and activities related with real spaces are subsequently<br \/>\nintroducing. Finally, we show some reflections about the need to do more activities<br \/>\nabout orientation in this Educational period.<\/p>\n<p><strong>Keywords:<\/strong> Mathematics education, spatial orientation, didactic projects, mathematics<br \/>\ncompetency, Childhood Education<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol29\/1\/Berciano.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-81 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"72\" \/><\/a><span class=\"\" lang=\"ES-TRAD\">DOI: 10.24844\/EM2901.05<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ainhoa Berciano Clara Jim\u00e9nez-Gestal Jon Anasagasti Abstract: Results are reported of an exploratory study of how the teaching projects show the spatial orientation in Childhood Education in the Basque Country; to this end, 9 educational projects from a total of 11 publishers were selected. After analyzing the treatment of static\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/berciano-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1769"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1769"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1769\/revisions"}],"predecessor-version":[{"id":1795,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1769\/revisions\/1795"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1769"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1769"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1769"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}