Jugando aprendo: efectos de un programa para el aprendizaje de geometría en escolaridad básica

The research proposed the development of aspects of learning in geometry by a pedagogical proposal of cognitive structures through play, sought the development of playful thinking, the hypothesis that led the study raised its effects on learning in geometry and dimensions visualization and interpretation of properties of the figure and bodies; and orientation and movement in space, the focus was quantitative, applied research, this experience was executed through a type of quasi-experimental design, transectional, with two groups of probabilistic sample: 1st group: experimental -playful (32 subjects) and 2nd group: control (34 subjects), with an average age of 9.5 years (genders: female = 46%, male = 54%), all of the districts belonging to the city of Lima; the geometric competence questionnaire (ad hoc) was used, among the results, the effects were significant in learning in geometry (t (8.45)= 12.33; p <.005), in the interpretation of properties dimensions (t (5.37)= 7.33; p <.005); and spatial motion (t(5.86)= 5.00; p <.005); the best descriptive level was higher score in 94% of students in the experimental group obtained level of achievement (A) in the geometric competence variable, and in the dimension visualization and interpretation of properties of the figure and bodies 80% of said group of children developed level of achievement (A); as a conclusion, the program developed discrimination of the figures from the analysis, and contributed in the cognitive maturation in the use of arbitrary measures, it is suggested to extend the longitudinal study greater than six months to the study, and develop experiments associated with the investigations in shape conservation associated to the field of geometry in children of populations with mild cognitive impairment

• Main Author: Holguin Alvarez, Jhon Alexander (author)
• Other Authors: Villa Córdova, Gloria María (author), Ayala Mija, Derly (author)
• Format: article
• Published: 2018
• Subjects: aprendizaje en geometría; pensamiento lúdico; competencia; interpretación; learning in geometry; play thinking; competition; interpretation
• Online Access: https://doi.org/10.33890/innova.v3.n8.1.2018.798; https://repositorio.uide.edu.ec/handle/37000/3271