Didactic strategy to improve the teaching-learning process of basic operations

Abstract

At present, mathematics occupies one of the first places in the attention to improve its teaching, while the mastery of basic operations, and the results achieved each year, are considered a problem of a contextual pedagogical nature on a global scale. Therefore, the objective of this research is to develop a didactic strategy to improve the learning of basic operations of fourth grade students of basic education of the Lauro Guerrero Becerra Educational Unit in the province of Loja, Paltas Canton. The research was based on the methodological and conceptual foundations of the mixed approach, and is classified as descriptive-explanatory. In which different methods and techniques were developed; The information and data obtained were rigorously analyzed and interpreted through multi-methodological complementarity. It was structured in three stages, the first stage dealt with the diagnosis of the teaching-learning process of the basic operations, the second, the elaboration and implementation of the didactic strategy and finally, the third stage, the validation of the strategy. Notable changes could be evidenced in relation to the main indicators evaluated, as well as in the performance of the students in the performance of basic operations, addiction, subtraction, multiplication and division, showing a positive impact of the strategy on the teaching-learning process of basic operations. These aspects were corroborated by the expert's criteria, in which they expressed adequate levels of objectivity, coherence and relevance on the part of the strategy developed.