Efectos de estrategias lúdicas en el desarrollo del pensamiento numérico de las operaciones de suma y multiplicación
Pizarro Charris, Eliana Marcela
Rivera Moreno, Magda Milena
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AbstractMathematics, like other areas, has a great impact on the practical life of the student; this must be stimulated by implementing strategies that allow enjoyment and interest, involving the game as the main axis, to which an educational value is attributed, since it allows students to develop creativity, innovation and, provide a significant learning In this sense, The objective of this paper presents "the game, strategy for the development of the numerical thinking of the operations of addition and multiplication", the present investigation where two variables are deployed as they are: playful and numerical thinking, aiming to determine the effect of playful strategies in the development of numerical thinking in the operations of addition and multiplication in natural numbers of students of 5th grade of the Industrial and Commercial Technical Educational Institution of Soledad, is therefore to achieve this goal , this work is developed in a research process which is part of an empirical - inductive epistemological approach based on a positivist paradigm. Likewise, this research is quantitative, with an explanatory scope, whose research design is quasi-experimental, these aspects mark the path that will direct this research, for this the sample is constituted by 71 students of 5th grade of primary education ; two groups were taken: the control group 5 ° B with 36 students and the experimental group 5 ° C with 35 students, to which was applied instruments such as pre and post test, instruments validated by experts; Later, after applying the playful strategies and analyzing the results, it was established that the play strategies have a positive effect on the learning of numerical operations and problem solving, so they are dynamic strategies that involve the game, as an element facilitator of learning, thus allowing to generate learning from the context.