Didactic strategy for the learning of geometric contents in seventh grade students of general basic education

Abstract

The learning of geometric content fosters the development of spatial thinking and visualization skills, essential abilities for the understanding of more advanced mathematical concepts, while providing tools to interpret, analyze and represent the surrounding world in a more accurate and structured way. A study was developed with a mixed research approach, an explanatory level, and a quasi-experimental design with pre-test and post-test, with the objective of proposing a didactic strategy for the learning of geometric contents in the seventh year of general basic education, in the educational unit República del Ecuador, Imbabura, Ecuador, in the school year 2024-2025. The initial descriptive study revealed difficulties in more complex areas, such as measurement and calculation of perimeters and areas, as well as in the understanding of symmetry and geometric problem solving. A didactic strategy was designed for the learning of geometric contents, focused on the identification and classification of geometric figures, the measurement and calculation of perimeters and areas, the use of geometric instruments, the understanding of symmetry and the resolution of practical and theoretical geometric problems, through an active and participatory methodology that promotes logical reasoning and meaningful learning. It is concluded that the validation of the didactic strategy ensured its efficacy, relevance and adequacy and allowed validating its effectiveness by showing a significant increase in the students' performance in the area of geometry.