Estrategias metodológicas lúdicas (DAM) en el proceso de enseñanza-aprendizaje dirigido en niños de segundo de educación general básica en el área de matemáticas de la Unidad Educativa del Milenio "Salinas" período 2024-2025.

Playful methodological strategies (DAM) in teaching-learning in primary education represent a key challenge, since at this stage students must develop logical and numerical skills that will serve as a basis for future learning. The objective of the inquiry was to define the Methodological Playful Strategies in mathematical learning difficulties (DAM) in the Teaching-Learning process, in such a way that the implementation of these playful strategies helps to detect learning difficulties in mathematics. However, the benefit and motivation of learners in this area are often affected when teaching methodologies fail to capture their attention. Regarding the method of application, the research is descriptive, bibliographic and field design, with a mixed orientation. We worked with a total of 18 students and the teacher of the second B of EGB of the Millennium Educational Unit “Salinas”. An observation form was applied to the students, this technique was indispensable for the collection of extremely important information about this context, since a direct observation was made, as well as their behavior inside the classroom and an interview was applied to the teacher. The results showed that some students are at risk of developing dyscalculia, while the teacher faces limitations due to the lack of diversity in resources and methodological strategies of a playful nature that favor the prevention of difficulties in learning mathematics

• Главный автор: Collay Azas, Johana Silvana (author)
• Другие авторы: Estrada Guevara, Veronica Stefania. (author)
• Формат: bachelorThesis
• Опубликовано: 2025
• Предметы: ESTRATEGIAS LÚDICAS; ENSEÑANZA DE MATEMÁTICAS; DIFICULTADES EN EL APRENDIZAJE DE LAS MATEMÁTICAS (DAM); EDUCACIÓN PRIMARIA
• Online-ссылка: https://dspace.ueb.edu.ec/handle/123456789/8455