Estrategia lúdica para el proceso de enseñanza-aprendizaje de áreas y volúmenes de cuerpos geométricos en décimo de EGB; U.E. Roberto Rodas.

Abstract

The present work of curricular integration aims to contribute with a teaching-learning strategy, based on playfulness, for the content of areas and volumes of geometric bodies in tenth grade of EGB at Roberto Rodas Elementary School. Through the diagnostic instruments used, a deficit in the learning of the mentioned content has been identified; in addition, a low development of fundamental mathematical skills, which leads students to present negative attitudes. The research is structured under a socio-critical paradigm and a mixed approach to data collection and analysis. This approach is based on the educational reality observed in tenth grade of EGB and focuses on the use of ludic strategies to contribute to the main problem. The intervention proposal, entitled "GeoMetrix", is developed in four phases: diagnosis, planning, execution and evaluation. These phases follow a methodological framework that seeks to solve the difficulties identified in the initial diagnosis. The results obtained after the intervention have been significant, demonstrating that the use of ludic strategies is effective in strengthening students' knowledge, the development of mathematical skills and attitudes.