Estrategia didáctica para el desarrollo del pensamiento numérico en estudiantes del segundo año de educación general básica

Margarita  Conforme Holguin; Miriam Narciza  Guerrero Tubon; Wilber  Ortiz Aguilar

doi:10.51736/sa.v7iEspecial 6.415

Authors

Margarita Conforme Holguin Mariscal Sucre Educational Unit, Guayaquil, Ecuador https://orcid.org/0009-0009-4592-5799
Miriam Narciza Guerrero Tubon Mariscal Sucre Educational Unit, Guayaquil, Ecuador https://orcid.org/0009-0003-3669-1253
Wilber Ortiz Aguilar Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0002-7323-6589

DOI:

https://doi.org/10.51736/sa.v7iEspecial%206.415

Keywords:

numerical thinking, didactic strategy, mathematics education, cognitive development, mathematics teaching

Abstract

The study was focused on understanding the development of numerical thinking in second-year students of general basic education (EGB) and applying an effective didactic strategy to improve it, which is essential in the current educational context. The descriptive and methodological field design allowed for describing and characterizing teaching practices, methodologies used, and students' performance in mathematics. Data were analyzed through surveys, observations, and academic performance evaluations. The sample included 22 students and 5 teachers from the Mariscal Sucre School. The didactic strategy focused on improving understanding and numerical reasoning through interactive activities adapted to the student's level. Statistical tests, including analysis of variance (ANOVA), were performed to compare the results before and after the implementation of the strategy. The main results showed significant improvements in the level of numerical thinking development, evidenced by increased scores on academic achievement assessments. This study highlights the importance of implementing effective didactic strategies to promote better performance in mathematics and optimal development of numerical thinking in second-year GBS students.

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