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Estrategias lúdicas y su incidencia en el aprendizaje en el área de matemáticas en estudiantes de la UE. Océano Pacífico, Pangua – Cotopaxi. 2022
| dc.contributor.advisor | Romero Jácome, Víctor Abel | |
| dc.contributor.author | Martínez Díaz, Elizabeth Xiomara | |
| dc.date.accessioned | 2023-06-01T21:58:13Z | |
| dc.date.available | 2023-06-01T21:58:13Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/14174 | |
| dc.description | Playful strategies are a powerful ally to promote meaningful learning in students, the study arises due to the lack of preparation of teachers who teach the subject of mathematics with strategies that promote the development of skills, relationships and sense of humor., that predisposes the child's attention in the motivation for his learning. The objective was to determine the way in which playful strategies affect the learning of the area of mathematics in the students of Basic Education of the EU Pacific Ocean, Pangua - Cotopaxi. A quantitative methodology was used, of a non-experimental, descriptive design, with a correlational scope, we worked with a sample of 45 sixth-year students, the survey was applied with 10 items on the Likert scale. The hypothesis verification was carried out through the confirmation of Spearman, and it was concluded that the playful strategies variable has a high positive relationship with the mathematics learning variable with a confirmation of 0.867 and a significance of less than 0.05, which proved to reject the null hypothesis, accepting the hypothesis presented in the investigation. It is highlighted that the ludic ones promote the creative capacity, the motivation and the development of skills through the interaction of games the child understands and learns to solve problems. It is concluded that students can improve the learning of mathematics through playful strategies in a fun and entertaining way that will allow them to function in a world that is constantly evolving. | es_ES |
| dc.description | Playful strategies are a powerful ally to promote meaningful learning in students, the study arises due to the lack of preparation of teachers who teach the subject of mathematics with strategies that promote the development of skills, relationships and sense of humor., that predisposes the child's attention in the motivation for his learning. The objective was to determine the way in which playful strategies affect the learning of the area of mathematics in the students of Basic Education of the EU Pacific Ocean, Pangua - Cotopaxi. A quantitative methodology was used, of a non-experimental, descriptive design, with a correlational scope, we worked with a sample of 45 sixth-year students, the survey was applied with 10 items on the Likert scale. The hypothesis verification was carried out through the confirmation of Spearman, and it was concluded that the playful strategies variable has a high positive relationship with the mathematics learning variable with a confirmation of 0.867 and a significance of less than 0.05, which proved to reject the null hypothesis, accepting the hypothesis presented in the investigation. It is highlighted that the ludic ones promote the creative capacity, the motivation and the development of skills through the interaction of games the child understands and learns to solve problems. It is concluded that students can improve the learning of mathematics through playful strategies in a fun and entertaining way that will allow them to function in a world that is constantly evolving. | es_ES |
| dc.description.abstract | Las estrategias lúdicas son un poderoso aliado para promover el aprendizaje significativo en los estudiantes, el estudio surge debido a la carente preparación de los docentes que imparten la materia de matemáticas con estrategias que propicien el desarrollo de las aptitudes, las relaciones y el sentido del humor, que predisponga de la atención del niño en la motivación para su aprendizaje. El objetivo fue determinar la manera en que inciden las estrategias lúdicas en el aprendizaje del área de matemáticas en los estudiantes de Educación Básica de la UE Océano Pacífico, Pangua – Cotopaxi. Utilizó una metodología de tipo cuantitativa, de diseño no experimental, descriptiva, con un alcance correlacional, se trabajó con una muestra de 45 alumnos del sexto año, se aplicó la encuesta con 10 ítems en escala de Likert. Se realizó la comprobación de hipótesis mediante la correlación de Spearman, y se determinó que la variable estrategias lúdicas tienen una relación positiva alta con la variable el aprendizaje de matemáticas con una correlación de 0,867 y una significancia menor a 0.05, lo cual permitió rechazar la hipótesis nula, aceptando la hipótesis que se presenta en la investigación. Se demostró que las lúdicas fomentan la capacidad creativa, motivación y el desarrollo de habilidades mediante la interacción de juegos el niño comprende y aprende a resolver problemas. Se concluye que los estudiantes pueden mejorar el aprendizaje de matemáticas a través de las estrategias lúdicas de manera divertida y entretenida que les permitirá desenvolverse en un mundo que está en constante evolución. | es_ES |
| dc.format.extent | 73 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Estrategias lúdicas | es_ES |
| dc.subject | Aprendizaje de matemáticas | es_ES |
| dc.subject | Juegos | es_ES |
| dc.subject | Motivación | es_ES |
| dc.title | Estrategias lúdicas y su incidencia en el aprendizaje en el área de matemáticas en estudiantes de la UE. Océano Pacífico, Pangua – Cotopaxi. 2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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