Estrategias lúdicas para el aprendizaje de la matemática: percepción de los docentes de educación básica

Abstract

Nowadays, the process of learning mathematics takes into account a constructivist view since it focuses on the idea that students have to build their own knowledge with the teacher's guidance, this aspect develops spaces for communication and learning. However, strategies such as repetition and memorization are still present in mathematics classes and influence students' performance. On that account, the integration of playful strategies in mathematics teaching enhances the capacity to learn, since it fosters students' interest. Therefore, this graduation project is centered on the field of didactics of mathematics with the purpose of knowing the perceptions of elementary school teachers towards the employment of playful strategies in the process of learning mathematics. For the aforementioned purpose, a qualitative research approach was designed in which six elementary school teachers from an urban and fiscommission institution in Cuenca were interviewed. Regarding the results, it was found that teachers have positive perceptions about using playful strategies in mathematics teaching as they recognized they have employed them in their classrooms and their advantages in understanding them linked to games. This link between games and playful strategies can limit the richness of the latter because the potential of playful strategies in mathematics teaching goes beyond having fun and making mathematics content more friendly.