El juego como estrategia didáctica para la mediación en el proceso de enseñanza y aprendizaje en matemáticas.

Abstract

The purpose of this work is to strengthen the area of mathematics in the students of the 5th grade of primary school of the Technical School, the Pamplona presentation established in the process of integral practice. The study is located in a qualitative research supported by the participant action, the population involved in the process was 93 students of 5 primary basic grade. For the collection of information it was essential to use instruments such as: Observation, newspapers of field, context analysis, gliders; where the object of investigation is observed directly with the intention of measuring their mathematical abilities specifically in the ignorance of the multiplication tables, inversion of the signs, the demotivation by the area, and the lack of extracurricular dedication to their studies; For this reason, didactic strategies such as the mathematical domain were implemented, concentrate among others, as a result of this the classroom project “I learn playing with mathematics” was designed where the constructivist approach of the theory of Lev Vygotsky and David Ausubel was surveyed, Ricardo Cantoral also associates us with the Epistemological Theory in the specific knowledge of mathematics. The implementation of the classroom project determined that students will improve their motivation and therefore their academic performance. Finally, the integral practice seeks direct intervention within the educational establishment to investigate different teaching pedagogical strategies, thus achieving different experiences and ways of learning of the students.