El juego como estrategia didáctica para fortalecer el aprendizaje de las matemáticas en estudiantes de Básica Primaria.

Abstract

The main purpose of the research was to propose the game as a didactic strategy to strengthen the learning of mathematics in third grade students of the Carlos Pérez Escalante School in the city of Cúcuta, Norte de Santander, Republic of Colombia. Based on the above, the Game approaches of authors such as Minchick (2006), Grineski (1989), Pérez (1991), Musons (2005) and Didactic Strategies of Díaz (2010), Osses (2007), Monereo (1990 ), O'Malley, (1990), among others. In this order of ideas, the research assumed the qualitative approach with the action research method and with a population of 29 students; 10 of the male gender and 19 of the female gender; a group of five students and 1 teacher from grade 303 of the aforementioned institution was selected. Instruments such as the semi-structured interview were used, due to its objectivity since it allowed knowing the subject's perspective and understanding it to analyze the results and thus provide a solution to the problem posed. In accordance with the above, a booklet was prepared with a series of games on the themes of multiplication and fractions with the purpose of publicizing the variety of activities that can be implemented in the classes in a playful way for the explanation of said topics. Finally, the research concluded that through the game, students have fun, which generates significant learning that they will later remember and use when necessary. Keywords: Game, Didactic Strategies, Mathematics and Significant Learning.