INTERACTIVE DIDACTIC STRATEGIES FOR THE MEANINGFUL LEARNING OF MULTIPLICATION
| Autor: | Juan Miguel Navarrete-Navarrete, Marcos Gallegos-Macías |
|---|---|
| Jazyk: | Spanish; Castilian |
| Rok vydání: | 2021 |
| Předmět: |
multiplication
metodología Significant learning General Medicine estrategias didácticas interactivas lúdica multiplicación Aprendizaje significativo Cognitive development Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Multiplication Good practice interactive teaching strategies Interactive teaching strategies |
| Zdroj: | REVISTA CIENTÍFICA MULTIDISCIPLINARIA ARBITRADA YACHASUN-ISSN: 2697-3456; Vol. 5 No. 9 Ed. esp. (2021): REVISTA CIENTÍFICA YACHASUN (Edición especial octubre 2021); 43-53 REVISTA CIENTÍFICA MULTIDISCIPLINARIA ARBITRADA YACHASUN-ISSN: 2697-3456; Vol. 5 Núm. 9 Ed. esp. (2021): REVISTA CIENTÍFICA YACHASUN (Edición especial octubre 2021); 43-53 |
| ISSN: | 2697-3456 |
| DOI: | 10.46296/yc.v5i9edespsoct |
| Popis: | The present study allows establishing the effects of interactive didactic strategies for the significant learning of multiplication in elementary school students. The theoretical contribution of interactive didactic strategies in current teaching work was deepened in order to establish those that favor the significant learning of multiplication in students. The methodology applied had a quantitative-qualitative, exploratory and descriptive approach; a survey was applied to Mathematics teachers and students, and an interview to experts on the subject. It was possible to identify the scarce application of interactive didactic strategies by teachers to achieve mastery of multiplication in their students. It is concluded that the playful and technological interactive strategies have generated great impact in the world, in one of the areas such as mathematics has shown results in the learning of multiplication and the cognitive development of the student, favoring interaction and communication among peers. A good practice of these interactive strategies on the part of the teacher will allow to establish in the student the fundamental skills of multiplication and to understand that its mastery is configured in a learning for life. Keywords: Significant learning; interactive teaching strategies; multiplication. El presente estudio permite establecer el impacto de las estrategias didácticas interactivas para el aprendizaje significativo de la multiplicación en los estudiantes de la educación básica. Se profundizó en el aporte teórico de las estrategias didácticas interactivas en la labor docente actual, para establecer aquellas que favorezcan el aprendizaje significativo de la multiplicación en los educandos. La metodología aplicada tuvo un enfoque cuantitativo-cualitativo, de tipo exploratoria y descriptiva; se aplicó encuesta a docentes de Matemáticas y estudiantes, y entrevista a expertos sobre el tema. Los resultados permitieron identificar la escasa aplicación de estrategias didácticas interactivas por parte de los docentes para alcanzar el dominio de la multiplicación en sus estudiantes. Se concluye, que las estrategias interactivas lúdicas y tecnológicas han generado gran impacto en el mundo, en una de las áreas como las matemáticas ha demostrado resultados en el aprendizaje de la multiplicación y el desarrollo cognitivo del estudiante, favoreciendo la interacción y la comunicación entre pares. Una buena práctica de estas estrategias interactivas por parte del docente permitirá asentar en el estudiante las habilidades fundamentales de la multiplicación y comprender que su dominio se configura en un aprendizaje para la vida. Palabras claves: Aprendizaje significativo; estrategias didácticas interactivas; metodología, multiplicación, lúdica. Abstract The present study allows establishing the effects of interactive didactic strategies for the significant learning of multiplication in elementary school students. The theoretical contribution of interactive didactic strategies in current teaching work was deepened in order to establish those that favor the significant learning of multiplication in students. The methodology applied had a quantitative-qualitative, exploratory and descriptive approach; a survey was applied to Mathematics teachers and students, and an interview to experts on the subject. It was possible to identify the scarce application of interactive didactic strategies by teachers to achieve mastery of multiplication in their students. It is concluded that the playful and technological interactive strategies have generated great impact in the world, in one of the areas such as mathematics has shown results in the learning of multiplication and the cognitive development of the student, favoring interaction and communication among peers. A good practice of these interactive strategies on the part of the teacher will allow to establish in the student the fundamental skills of multiplication and to understand that its mastery is configured in a learning for life. Keywords: Significant learning; interactive teaching strategies; multiplication. Información del manuscrito:Fecha de recepción: 22 de julio de 2021.Fecha de aceptación: 24 de septiembre de 2021.Fecha de publicación: 01 de octubre de 2021. |
| Databáze: | OpenAIRE |
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