NEUROSCIENCE AND EDUCATION: A PEDAGOGICAL PROPOSAL FROM PAPIROFLEXIA

Introduction:
In Colombia, the educational context demonstrate the need to implement new pedagogic strategies that allow favoring the learning and the formative development of the children. In this sense, the neuroscience in the education emerges as a strategy to transform the processes of education and learning as indispensable element into the integral formation of the human being.
Objective: Generate the development of the logical mathematical thought activities of papiroflexia in 10 years old children, from the processes of learning across neuroscience.

Theoretical Framework:
Neuroscience as a discipline is interested to study the nervous system related to learning and education. At the same time, neuroscience incorporates different areas of knowledge and worries about for approaching the cognitive processes that make possible the exchange of the sensory information with the context and generates the knowledge from the limbic system learning. In this way, from the simplest to the most complex experience, changes occur in the nervous system, through cerebral neuroplasticity.

Methodology:
Qualitative study. Sample: children aged 10 years old, from three educational institutions of the city in Bogotá, Colombia. Instruments: guide for the elaboration of the figure in papiroflexia, from the steps of the neuroscience: Perception - with the instructions of the elaboration of the game in papiroflexia; Comprehension - of the development of the game and his respective analysis by part of the children in this occasion across the basic mathematical operations (sum, subtraction, multiplication and division); Signification - includes the systematizing of the experience from the children and the establishment of associations realized by them, to identify the learn. Procedures: from the conformation of workgroups there is realized the explanation and elaboration of the game in papiroflexia; the results were analyzed by means of a table of auto evaluation, is contemplated the formative competences (social, cognitive and psychomotor) in the learning process.

Results:
1. Formative competences:
a) social: higher interaction between the participants, collaborative work and assertive dialog;
b) cognitive: development of the logical mathematical thought, instructional monitoring, executive functions and metacognitive processes;
c) psychomotor: precision, dexterity and visiomanual patterns.
2. From the steps of neuroscience:
a) perception: the acquisition of information from the senses occurred when establishing a relationship with the context;
b) comprehension: there was associated the first step in the appropriation of the figure in papiroflexia and the application of the same one in the basic mathematical operations during the game; and
c) signification: it was identified at the time that the children managed to associate the papiroflexia with other experiences and other areas of knowledge.

Conclusions:
Neuroscience as a strategy of education and learning, seeks to establish the relation between the mental model of logical thinking and the processes of knowledge consolidation. Based on the need of teachers in the colombian educational context to favor logical mathematical learning, a search for pedagogical strategies is required to integrate theoretical knowledge with teaching practice. At the same time, there is highlighted the importance of involving the motivational component as a key to motivate the interest of the children in the classrooms.