Estrategias didácticas para favorecer el aprendizaje significativo de la multiplicación en estudiantes del sexto año de Educación General Básica.

Abstract

This research stems from the imperative need to promote meaningful learning of multiplication, specifically aimed at sixth-grade students at the Ignacio Escandón Basic Education School, located in the city of Cuenca. The main intention of this work is to contribute to pedagogical development, focusing on effective didactic strategies such as guided discussions, brainstorming, problem-solving with concrete material, games, the Pólya method, and metacognition, which facilitate the understanding and mastery of multiplication, with the aim of enhancing students' academic performance in this key aspect of their educational formation. This study adopts an action research methodology, allowing a detailed and reflective analysis of the issues addressed from a qualitative perspective. Additionally, observation, documentary review, interviews, and focus group discussions were used to identify aspects influencing students' academic performance and select appropriate didactic strategies. The findings indicate that the implementation of didactic strategies, based on the theories of Piaget, Ausubel, and motivation, facilitated and helped to better understand the topic of multiplication. Consequently, these tools have favored students' learning and created a more effective and stimulating environment, guiding learners towards meaningful learning.