The current educational context requires the implementation of pedagogical strategies that stimulate learning and favor the development of competences in students, and the difficulties evidenced in students for the apprehension of basic concepts and contents of mathematics and the rejection that they imply towards in this area of knowledge we investigated the effect of a playful strategy on the development of mathematical problem solving competence. For this, a quasi-experiment was designed, designating as a group to control 30 students from the sixth grade of IE Antonio Nariño and as an experimental group to 30 students from IE Tres María. An instrument rated with 82 % reliability was designed that contains 20 items related to solving additive, multiplicative, proportionality problems and the use of fractions. Initially, the pretest was applied to both groups and later, for the control of the group, a traditional teaching methodology was used, while with the experimental group, six guides will be developed that will contain recreational activities; later, the control and experimental groups will reapply the instrument (posttest). Initial results experienced difficulties in students solving problems with basic mathematical operations, both groups underperformed; after classes, the experimental group overcame many of the difficulties reaching a minimum level, but the control group applied at the insufficient level. With the research, improvements were achieved in the mathematical problem solving competence, the students learned mathematics in a pleasant way and the activities allowed them to incorporate, express, discover, build and internalize the contents of the area. This research represents a paradigm shift from the traditional model of teaching mathematics and essays to students learning without fear and negative predispositions.

Author Name: Angelica Maria Cuello Alean; Marlon Mike Mestra Montoya; Juana Raquel Robles González

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Keywords: Numerical Thinking,Problem Solving,Playful Strategy,Mathematics

ISSN: 2619-3884

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EOI/DOI: https://doi.org/10.21897/assen

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