El juego como estrategia didáctica para fortalecer el Pensamiento Lógico Matemático en escolares de Básica Primaria.

Abstract

The present investigation was carried out with the purpose of Proposing the game as a didactic strategy to strengthen mathematical logical thinking in first grade primary school students of the Jaime Garzón College Educational Institution. Supported by the analysis of the different theories of Cepeda (2017), Tobón (2013), Moserrat (2016), Piaget (1966), Tapia cited by Acosta (2017), among others, likewise under the present study is focused under a qualitative investigation, supported by the pedagogical action research method. In which it became necessary to use key informants belonging to 10 students and a tenured teacher, their selection criteria was the one with low academic performance in the area of mathematics, for which the techniques for the collection of information were used. such as observation and interview whose instruments were the field diary and the interview guide. This is how the following conclusions were reached; The acceptance of both the institution and the teacher and students was wonderful, it is evident that they are educational agents prepared for change in pedagogical work, try new strategies for teaching orientation, the teacher was very grateful for the participation that the children had with the researcher, however, it is evident that she does not implement games as didactic strategies to strengthen mathematical logical thinking, but instead uses strategies such as mental calculation, sometimes the use of the abacus, counting with the fingers , thus achieving the objectives of the area. Unlike the didactic strategy implemented, where students are more interested when fun activities are applied that allow them to move their bodies, establish a socio-affective relationship between peers and develop cognitive skills, such as attention and memory. Which demonstrates that the game is a fundamental component for teaching and learning, through this the students strengthened some important aspects of mathematical logical thinking such as addition, subtraction, attention and memory, therefore the impact was positive. Since it has been beneficial for the student first and in the same way for the teacher, I encourage him to expand his ideas towards new strategies that can be developed to arouse interest in the students in the area.