Evaluación de estrategias lúdicas para el desarrollo del pensamiento crítico en el área de matemáticas en la básica elemental

Abstract

The strategies applied in the subjects of elementary schools to improve critical thinking through games is a relevant matter in the current educational context. For this reason, the main objective of this paper is to evaluate ludic strategies that assess critical thinking in contrast to problemsolving capacity and calculus in elementary school. A qualitative methodology was applied. The teacher set strategies based on the classroom environment, students' participation and cooperation, the didactic resources available, and according to the instructions provided in "Proyecto Zero" by Harvard, among other authors with cognitivist and constructivist approaches. The strategies were applied to fourth-grader students of elementary school. Later, information about their perception of the approaches and their effectiveness to engage and motivate learning was gathered. The results showed that motivating strategies like the "magic board", board games, and didactic material reinforced mathematical operations such as addition and subtraction, where learners were allowed to practice through trial and error. On the other hand, the strategies based on solving mathematical problems that emerged from their context allowed them to develop critical thinking. Therefore, the games allowed learners to confront the frustration felt by their mistakes and learn to make decisions to solve everyday problems.