Estrategias didácticas vinculadas a la mejora del pensamiento matemático en la enseñanza y aprendizaje de las adiciones en estudiantes de Tercer Año de Educación General Básica

Abstract

The present thesis starts with the difficulty presented by students of the third year of basic to solve sum operations with natural numbers up to two digits. The aim of this research is to implement didactic strategies to strengthen mathematical thinking in the teaching and learning of additions. Three sections of classes developed at different times were designed and implemented based on the teaching strategies of game-based learning, collaborative learning and active learning to enhance numerical mathematical thinking. As for the methodology, it is based on the socio-critical paradigm, with a qualitative and action-centric research approach. Various techniques are also used for gathering information, including participant observation, interview and focus group. In addition, a variety of instruments such as observation guides, interview script and guidelines for the focus group are used. The results indicate that the implementation of teaching strategies, along with the use of practical and manipulative materials and resources, facilitates the process of learning additions and fosters a more dynamic and accessible environment for working with numbers. In addition, it involves the development of skills to manipulate and understand numbers, which is reflected in all activities performed by students involving the handling of both quantities and basic operations.