Estrategias lúdicas en la enseñanza aprendizaje de Matemática en los niños del tercer año de EGB de la Unidad Educativa Fiscomisional Tirso de Molina, período lectivo 2018-2019 de la ciudad de Ambato.
The present investigation is framed in a positivist paradigm, approach since the quantitative and the qualitative are combined, it is feasible because there is cited bibliographic information of several research works, in addition the diagnosis and its application were executed in the place of the f...
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| Natura: | masterThesis |
| Lingua: | spa |
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2020
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| Accesso online: | http://repositorio.utc.edu.ec/handle/27000/7383 |
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Aggiungi Tag | Riassunto: | The present investigation is framed in a positivist paradigm, approach since the quantitative and the qualitative are combined, it is feasible because there is cited bibliographic information of several research works, in addition the diagnosis and its application were executed in the place of the facts in which it was the object of investigation, establishing in the problem statement the need to strengthen the use of ludic strategies in teaching and learning of mathematics with third year children, based on a proposal focused on a specific objective as an alternative solution to build meaningful learning. It began with an exploratory and descriptive level since it allowed examining the research problem, specifying the characteristics and important profiles of the educational community, it is field since it has the necessary access to the institution where there was direct contact with the educators and students who are the essential objects of research. The Deductive method was applied directly by detecting the problem of the low use of ludic strategies in teaching learning, as a deduction, the results of the empirical methods applied to the study unit were taken into account and finally the proposal that emphasized in an alternative solution was applied, getting teachers to put aside traditional education, by applying ludic strategies that form creative, thoughtful students capable of building their own meaningful learning, taking the teacher as a guide in the transmission of knowledge to solve problems of daily life. |
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