Recursos educativos digitales para fomentar el aprendizaje de la matemática en estudiantes de educación básica primaria.

Abstract

The purpose of the present investigation was to analyze the incidence of digital educational resources to promote the learning of mathematics in students of the third grade of primary school of the National Technical Institute of Cúcuta, through the proposal called Mathematical Adventure: I learn, I believe and Game with the technologies!, which was developed with 5 key informants of the third grade of primary school of the educational institution analyzed. Theoretically the postulates Medina (2018), Celi et al. (2021), Mora (2003), Barreta et al, (2023), Grisales (2018), fast and fast (2023), Mesen (2019), Reyes (2019), among others. Within the methodological strategies, the study was addressed from a qualitative approach, based mainly under the pedagogical action research method, where an initial test and interview was applied as a technique and data collection instrument, which allowed to observe that the different activities carried out With the support of digital educational resources for mathematics related processes, especially with fractions. It is relevant to note that with the implementation of the didactic strategy, an improvement was observed in obtaining knowledge about homogeneous, heterogeneous fractions, as well as its own and improper fractions, a significant interest in the execution of the process was evidenced by the execution of the process when the activities were implemented established interactive. Concluding that the implementation of this type of practical exercises supported by the use of digital educational resources are effective for strengthening and improving mathematical skills.