El uso del juego como estrategia de enseñanza para la adición y sustracción, aplicado por una docente en estudiantes de primer grado de una Institución Pública de Lima Metropolitana
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2021-08-20
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Pontificia Universidad Católica del Perú
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El juego posee diversos beneficios entre ellos el permitir el desarrollo del aprendizaje,
dado que, al ser utilizado en una sesión, el estudiante, logra no solo un aprendizaje
significativo, sino que disfruta y se motiva a seguir aprendiendo más sobre el tema
tratado. La presente investigación es de nivel descriptivo, con enfoque cualitativo. El
objetivo principal es analizar el uso del juego como estrategia de enseñanza para la
adición y sustracción aplicada por una docente en primer grado de Educación
Primaria. Se administraron tres instrumentos, la lista de cotejo, la ficha de observación
y la guía de entrevista los cuales permitieron responder y describir de qué manera se
utiliza el juego para la enseñanza de adición y sustracción. Como resultado del
análisis, se concluye que la docente valoraba el juego como estrategia de enseñanza
que contribuye, principalmente, a desarrollar las nociones de la adición y sustracción,
a través de una forma de aprender diferente a la convencional. Asimismo, el reto más
grande que exige su aplicación, por parte de la docente, es la necesidad de conocer
los fundamentos necesarios y tener los objetivos claros al momento de planificar las
actividades lúdicas. Además, cabe resaltar que al aplicar los juegos en las diversas
sesiones es necesario tener en cuenta el contexto de cada uno de los estudiantes, es
decir, costumbres, estilos de aprendizajes y lo que le gusta al estudiante.
The game has several benefits, including the development of learning, given that, when used in a session, the student not only achieves significant learning, but also enjoys and is motivated to continue learning more about the subject. This is a descriptive research with a qualitative approach. The main objective is to analyze the use of games as a teaching strategy for addition and subtraction applied by a teacher in the first grade of primary education. Three instruments were administered, the checklist, the observation sheet and the interview guide, which made it possible to answer and describe how the game is used to teach addition and subtraction. As a result of the analysis, it is concluded that the teacher valued the game as a teaching strategy that mainly contributes to developing the notions of addition and subtraction, through a way of learning that is different from the conventional one. Likewise, the greatest challenge that its application requires, on the part of the teacher, is the need to know the necessary fundamentals and to have clear objectives when planning the play activities. In addition, it should be emphasized that when applying the games in the various sessions it is necessary to consider the context of each of the students, i.e. habits, learning styles and what the student likes.
The game has several benefits, including the development of learning, given that, when used in a session, the student not only achieves significant learning, but also enjoys and is motivated to continue learning more about the subject. This is a descriptive research with a qualitative approach. The main objective is to analyze the use of games as a teaching strategy for addition and subtraction applied by a teacher in the first grade of primary education. Three instruments were administered, the checklist, the observation sheet and the interview guide, which made it possible to answer and describe how the game is used to teach addition and subtraction. As a result of the analysis, it is concluded that the teacher valued the game as a teaching strategy that mainly contributes to developing the notions of addition and subtraction, through a way of learning that is different from the conventional one. Likewise, the greatest challenge that its application requires, on the part of the teacher, is the need to know the necessary fundamentals and to have clear objectives when planning the play activities. In addition, it should be emphasized that when applying the games in the various sessions it is necessary to consider the context of each of the students, i.e. habits, learning styles and what the student likes.
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Juegos, Matemáticas--Estudio y enseñanza (Primaria), Enseñanza, Educación primaria--Investigaciones
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Excepto se indique lo contrario, la licencia de este artículo se describe como info:eu-repo/semantics/openAccess