Estrategias lúdicas para el fomento enseñanza aprendizaje de las matemáticas en el proceso de las divisiones.

Abstract

It has been assumed that mathematics is often perceived as a boring subject or object of study. This situation is largely due to the prevalence of outdated educational models that persist in various educational institutions. By observing failures in the process of division, this research has set itself the objective of improving the teaching and learning of the process of divisions in seventh grade of EGB within the subject of mathematics. For this purpose, the socio-critical paradigm has been used, a qualitative approach, action-research type, based on the use of interviews and literature review, using as a sample students and teachers responsible for the subject of mathematics. Among the results, it was found that there is a difference between the approach to learning and planning, in addition to the fact that students were found to be bored, with low implementation of playful strategies. For this reason, an educational intervention proposal was generated based on play for the understanding of division, which has 5 sessions of 30 to 45 minutes with which the aim is to improve students' ability to understand the division process based on playful activities.