Estrategias metodológicas lúdicas para el p.e.a de las cuatro operaciones básicas del área de matemáticas para la educación general básica

Abstract

Methodological strategies are an issue that in recent years is permanently in the educational field of teachers in the face of the new challenges of the 21st century, in this way teachers must be able to face different contexts in the education. In this sense, knowledge of methodological strategies to address teaching work in the area of mathematics in the four basic operations must be clear from the role that these strategies play within the classroom optimizing and improving teaching – learning today. From Jean Piaget's position, children aged 7 to 11 are at a stage of concrete or logical operational thinking, due to the information recepted daily, accumulating experiences that gradually generate reflections allowing them to better analyze and focus things. They organize in their mind the use of memory and thought allowing to discern concepts, characteristics of their context where it relates daily. From the point of view of Piaget theory, students of basic education (7 to 11 years) generate knowledge from their interrelationship with their peers when the activities developed allow them to learn by discovery motivating their intelligence with the manipulation of specific materials, although it is true the playful is considered as a viable methodological strategy in the development of the area of mathematics combining exercises reception and memory in the learning process. Children are mostly appreciated as uns intelligent when they cannot develop math exercises involving addition, subtraction, multiplication or division, which is significantly affected in their emotional and psychological development in the upper years of the sublevels of middle and upper basic, to this we add hatred to the subject thus creating school dropout. For this reason, this research project is aimed at determining what methodological strategies the teacher should use in teaching the four basic operations (addition, subtraction, multiplication, division) through bibliographic review generating significant learning in students of the elementary and middle sublevels of basic education. The methodology assumed in the research is bibliographical based on the method of documentary analysis applied to the information collection instruments such as the data record sheet of different authors to address the objectives set out. The research carried out made it possible to know in depth the problems that present difficulties in the implementation of playful and active strategies when teaching the four basic operations to children of the sublevels of high school, elementary and middle, in the face of the needs identified in the diagnosis of research is proposed the design of a digital playful teaching guide to promote the development of creative cognitive skills in the four basic operations in the area of mathematics , thus improving the quality of teaching whose proposal is innovative and feasible to be applied by teachers the same that contains the learning skills and achievements that will be evaluated by each strategy presented within the guide, generating significant learnings. The teaching guide guides the teacher as reinforcing the contents of the four basic operations in a playful way, stimulating children to develop mental skills, internalizing the basic concepts of addition, subtraction, multiplication and division; in addition to social and spatial interaction stimulating cognitive, motor and socio-affective abilities. In this way the teacher will allow you to design mathematical contexts by promoting your own learning in children based on practical and recreational playful teaching strategies. Through mind and numerical games students allow them to think, analyze and learn their successes and successes in a playful way, since mathematics and play have common traits, this approach allows them to solve contextualized mathematical problems by promoting active participation in the learning teaching process.