Estrategias lúdicas en la enseñanza de números enteros en el octavo año de Educación General Básica

Abstract

The current study implemented nine games focused on operations with whole numbers for the eighth-grade students of San Juan de Jerusalén School in the 2021-2022 academic year. An experimental group was selected to receive playful strategies while a control group did not. The validation process for the instruments, including pre-tests and post-tests, was conducted through expert judgment provided by teaching professionals who hold a fourth-level degree in Education from the University of Cuenca. The study began with the pretest and concluded with the posttest, and statistical analysis and hypothesis testing were conducted using the JAMOVI statistical package. The Shapiro-Wilk Test was utilized to determine the normality of the data, and the Levene Test was applied to verify the assumption of homogeneity of variances of the data obtained. The t-test for independent samples was utilized to make comparisons between the control and experimental group, while the t-test for paired samples was used to make comparisons between the same group but at different times (pre-test and post-test). Results indicated that the experimental group showed a significant increase in average, suggesting that playful strategies had a positive impact on the teaching of operations with integers.