L. Sbitneva1, B. García1, N. Moreno2

1Universidad Autónoma del Estado de Morelos (MEXICO)
Our exposition is about the creativity that children of sixth grade primary school use for solving mathematical problems. Such students are enrolled in a program for science learning development in early-stages which is supervised by IEBEM (Spanish abbreviation for Institute for Basic Education of the State of Morelos) as a continuation of the program that was offered in the Scholar period from 2011 to 2012 by the UAEM (Autonomous University of the State of Morelos) which offered a program for logical intelligence development for 160 children selected from various public elementary schools, this program implement 5 hours sessions as weekend workshops directed by a group of professors of the faculty of sciences of the Morelos State University and graduate students interested in mathematical education.

However during the development of this program it was possible to observe that 5 consecutive hours were too hard for little children to work in only one activity. The working group noticed that after certain amount of time the children’s attention in the problems was null, even when they worked with the ENLACE (National Evaluation for Academic Accomplishments in Scholar Centers) test we noticed that after many repetitive questions the students lost their interest and concentration for answering them, (the experience of that proof will be tackle in this paper) so instead of doing mathematical activities all day long, part of the time was used for doing explorative activities in collaboration with their student partners.

Finally we’ll be sharing the different forms about how to teach science as well as how to motivate children’s curiosity in order to make them ask themselves about the science that they encountered in every day life.

During the development of this program various forms to convey scientific knowledge were implemented: video materials, animated explanations, and power point presentations explained by the teaching group, the conclusion was that not all the didactic material caused the same interest for the children, and also that everything suggests that the students rather prefer those ones where they have more human contact en contrast with the experience with the students prepoared for participation en Olimpiads in mathematics and sciences.