El juego matemático como estrategia metodológica en el aprendizaje inclusivo en las matemáticas para estudiantes de cuarto grado de Educación General Básica del Subnivel Elemental.

Abstract

Mathematics is essential for the development of logical thinking; however, there are persistent difficulties in its learning. This research aims to propose teaching strategies based on mathematical games to promote logical-mathematical thinking in fourthgrade students of Basic General Education at the Efrén Avilés Pino Public School in Guayaquil. The research was conducted using a qualitative approach and a critical paradigm. Semi-structured interviews with teachers were used, observation sheets were compiled, and documents used for teaching and learning were analyzed. Through the applied techniques, it was discovered that students have not yet fully developed their logical-mathematical thinking. They face certain difficulties such as complex topics, traditional and non-inclusive teaching methodologies, and limitations in teaching resources. However, some teachers strive to be innovative in applying different strategies, although work is still needed to be more systematic in their use of these strategies. Therefore, an intervention proposal was designed based on GameBased Learning (GBL) with interactive and sequenced playful activities, such as games for learning multiplication tables, to improve and strengthen logical reasoning and promote meaningful learning in an inclusive and motivating environment.