Recursos lúdicos para la enseñanza de matemáticas, en estudiantes de cuarto año EGB, Escuela Zulima Vaca Rivera, 2021-2

Abstract

Playful resources are tools that contribute to the student's edification and therefore to society, due to that, their relevance in the classroom context. The implementation of the playful in the teaching of basic mathematical operations, is a technique that helps children to develop skills and abilities in an entertaining and interesting way, in the learning process, this pedagogical action promotes emotional, communicative and intellectual progress. and it becomes a decisive factor for the advancement of the knowledge society; if we learn in constructive and engaging activities, then learning through recreation is a kind of inspiring experience. Classroom research shows that play is good for creativity, exploring new ideas and stimulates curiosity about the unknown, making it an essential part of questioning. What motivated the launch of a study entitled "Playful Resources for the teaching of mathematics, in fourth year EGB students, "Zulima Vaca Rivera" school, 2021-2", which aims to implement three resources, the same ones that are, the house of addition and subtraction, learning to multiply with the caterpillar and the division board, since through them they facilitate the acquisition of mathematical content and, in turn, promote meaningful student learning. In addition, a bibliographical and field methodology was used, bibliographical because the review of articles that were discussed on the subject was used, whose theoretical results allowed us to establish theoretical comparisons between authors and give our position with the respective argumentation, and it is field because it allowed us to apply and collect empirical data to measure the variables. It is emphasized that the proposed research is established in three chapters: Chapter I diagnosis of the object of study, the same one that is structured with bibliographical foundations of scientific articles, in this section it refers to the contextualization of the problem under study and the research units (students and teachers); Chapter II integrating proposal, the characteristics exposed in the intervention proposal are detailed, in addition, within this process the implementation of the three ludic resources are used in a creative way to strengthen the teaching of the four basic operations, for this reason, the The study seeks not only to identify and evaluate academic problems, but also to intervene in them to solve them in a timely manner. Finally, in Chapter III feasibility assessment, the impact of the proposal was considered from the technical, economic, social and legal dimensions, factors that are relevant for the relevant progress of the project, it should be noted that the research is strictly scientific. -educational, as a result of the implementation of the proposal, it has been concluded that the teaching-learning process has improved significantly to the extent that it helps to improve and strengthen the development of the basic operations of mathematics, in this way students are advised educators who implement playful resources in the classroom, which allow students to train in a more interactive environment, achieving a comprehensive education.