El juego, estrategia pedagógica que favorece el aprendizaje de la matemática

The article refers to the research developed with second grade students of the Instituto Tecnológico Salesiano Eloy Valenzuela (ITS), Sede C of Bucaramangaabout the learning of mathematics. The study falls within the paradigm of qualitative research; the process of enquiry is inductive, and the strategy selectedto intrpret the findings is descriptive. In the development of the research, the action-research methodology proposed by Kemmis, S. and McTaggart, R. (1998),cited by Latorre (2005), was applied. From this perspective, the research follows a cyclical process that occurs as a spiral in four phases: planning, action, observation and reflection.Based on the performance in the diagnostic test, the Classroom Pedagogical Project: Learning and Playing with Mathematics was implemented through tendidactic sequences (Díaz, 2013) with play as an active and creative support for learning. As a result of the pedagogical intervention, students showed satisfactory performance in the final test; a change in attitude, greater commitment, synergy in teamwork and respect for individual roles and the rules established in each of the games were observed.

• Autores: Sánchez Hernández , Ana Elsa; Ana Dulcelina, López Rueda
• Fecha de publicación: 2021
• Institución: Universidad Santo Tomás
• Repositorio: Repositorio Institucional USTA
• Idioma: spa
• OAI Identifier: oai:repository.usta.edu.co:11634/45148
• Acceso en línea: http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/2446; http://hdl.handle.net/11634/45148
• Palabra clave: Educational strategy, game, mathematics, project, learning; Estrategia educativa, juego, matemáticas, proyecto, aprendizaje.; Stratégie éducative, jeu, mathématiques, projet, apprentissage; Estratégia educativa, jogo, matemática, projecto, aprendizagem.
• License: http://purl.org/coar/access_right/c_abf2