El juego como estrategia pedagógica para fortalecer el pensamiento numérico en una operación básica: la suma
Navarro Carey, Andrea Paola | 2020
All areas of knowledge in the learning of the child are important, however, mathematics impact on the daily lives of children, that is why a good acquisition of knowledge will ensure the student a full development in everyday life. Consequently, in order to achieve that the student learns, it is necessary to implement strategies that allow him/her to enjoy the moment of acquiring knowledge. In this sense, play is fundamental, because it recreates them, helps them to develop and know how the body works and, above all, can be the vehicle for knowledge. The present investigation proposes: the game as a pedagogical strategy to strengthen the numerical thought in a basic operation: the sum, with the purpose that the student acquires a significant learning. Its objective is to determine the relationship between the game as a pedagogical strategy and numerical thinking in a basic operation: addition in students of 1st grade of primary school at the Institución Educativa el Concorde, in Malambo Atlántico. The whole theory is based on the concepts developed by Jean Piaget and Ausubel, as well as other authors who contributed. The research is of a quantitative nature, framed within a positivist paradigm, with an explanatory focus. The population is 47 students divided into two groups, one of 23 and another of 24, control group and experimental group. The sample is of the total of the experimental group with a total of 23, for the diagnosis I carry out a pre-test, to strengthen were applied workshops and finally a post test. A comparison was made and the information was analyzed.