Teaching spatial concepts in basic education

Abstract

The teaching of spatial notions in Basic Education, based on constructivist theories such as Piaget's psychogenetics, emphasized the importance of practical experiences for cognitive development. Globally, several countries had incorporated these concepts in their curricula; However, in Latin America, more than 50% of students presented difficulties in spatial comprehension, which affected their performance in mathematics and science (UNESCO, 2019). In Ecuador, this problem is aggravated by the lack of innovative methodologies and pedagogical resources. The study analyzed the effectiveness of methodologies used to teach spatial concepts in General Basic Education students, surveying 330 students using a non-experimental and descriptive approach. The results showed that only 29.5% identified objects in space consistently, 34.3% perceived that educational activities improved their understanding, and only 19.1% used technology frequently, while 31.6% made occasional use of didactic materials. It was concluded that the teaching of spatial concepts faced important challenges due to the low technological integration and limited quality of the activities. It is recommended that more interactive and contextualized strategies be implemented to promote meaningful and equitable learning.