Actividades lúdicas para el aprendizaje activo de funciones y ecuaciones cuadráticas

Abstract

The teaching of mathematics is usually labeled as tedious or complicated, according to the students' opinions. Therefore, the objective of the study was to design playful activities that integrate ICTs to improve the learning of functions and quadratic equations in tenth grade students of the Isabel Moscoso Dávila Educational Unit, in the city of Cuenca. For this purpose, a quantitative methodology with descriptive scope, pre-experimental and crosssectional design was used, based on a sample of 22 students. A pretest was used for the

diagnosis,

after which the ludic-educational proposal was carried out to culminate with a posttest, all of this with a daily observational record. As a result, it was obtained that, from the design of ludic activities such as: a mathematical parcheesi, a labyrinth and a group ludic creation project by the students, the academic performance related to the subject was improved. Consequently, we conclude that learning mediated by games achieves a greater motivation in students to learn and, therefore, also a greater effort to do so, as they actively participate in their learning process.