Estrategias didácticas y su relación con el aprendizaje de fracciones y decimales, sexto grado, Unidad Educativa Matilde Hidalgo de Procel, Huaquillas,2024-2025.

Abstract

This thesis reviews the problem of learning fractions and decimals among sixth-grade students at the "Matilde Hidalgo de Procel" Educational Unit during the 2024–2025 school year. Through a mixed-methods design—which included interviews with teachers and administrators, surveys applied to 61 students, and classroom observation—it was found that the teaching-learning process of the mathematical content is characterized by being mechanical and passive. This is a consequence of a traditional approach to teaching, which focuses mainly on solving textbook exercises (55.7%) and expository procedures. This contrasts with the scarce implementation of contextualized activities (6.6%) or the limited use of technologies (4.9%). The results show that 32.8% of the students feel unmotivated and 23.3% appear disinterested, a situation that may be linked to the limited implementation of didactic methodological strategies by teachers, since 45.9% of the students need to repeat the exercises multiple times before understanding the meaning of the concepts. In response to this issue, a methodological didactic guide was developed and implemented, which proposed five types of active and playful strategies: educational games, use of materials, group dynamics, digital games, and learning stations. This educational alternative was applied to three sixth-grade groups, with a total of 63 students, resulting in considerable improvement both academically and in the students' appreciation of mathematical learning in the classroom. The students progressed from a low level to good and excellent performance. Therefore, it is concluded that playful didactic methodologies not only improve quantitative results but also foster a motivating, inclusive, and meaningful learning environment, which can address different learning styles and promote the active participation of all students.