ESTRATEGIAS LÚDICAS PARA LA ENSEÑANZA DE LA MATEMÁTICA EN ESTUDIANTES QUE INICIAN ESTUDIOS SUPERIORES
Resumen
En este artículo se reporta una investigación que analiza el efecto de las estrategias lúdicas en el aprendizaje significativo de la Matemática. La experiencia se llevó a cabo con estudiantes del Ciclo de Iniciación Universitaria (CIU) de la Universidad Simón Bolívar, Sede del Litoral (Estado Vargas, Venezuela). Se seleccionó una muestra de 127 estudiantes (62 como grupo experimental y 65 como grupo control). A ambos grupos se les administraron pruebas (pre y post) para verificar sus niveles de ingreso y culminación del curso. En el transcurso de un trimestre se diseñaron estrategias lúdicas adecuadas para cada uno de los temas que debían estudiar en Matemáticas III del CIU. Los resultados académicos del curso muestran que se favorecieron significativamente los estudiantes que participaron en las actividades lúdicas, tanto en promedio de calificaciones obtenidas como en número de aprobados. Se concluye que las estrategias lúdicas utilizadas permiten reforzar y afianzar lo aprendido por los estudiantes, aumentan el proceso de socialización al compartir y cooperar en el equipo y fortalecen el aprendizaje significativo; además favorecen la motivación y propician un cambio de actitud hacia la matemática.
Palabras claves: Estrategias lúdicas y matemática, juegos y aprendizaje significativo.
PLAYFUL STRATEGIES FOR TEACHING MATHEMATICS IN STUDENTS STARTING HIGHER EDUCATION STUDIES.
Abstract The article presents the research report which analyzes the impact of recreational strategies in meaningful learning of mathematics. The experiment was conducted with students at the University Initiation Cycle (CIU) of the Universidad Simón Bolívar, Sede del Litoral (Vargas State, Venezuela). He selected a sample of 127 students (62 as the experimental group and 65 control). Both groups were given tests (pre and post) to verify their income levels and completion of the course. In over a quarter playful strategies were appropriate for each of the topics to be studied in Mathematics III of CIU. The academic results significantly favored course the students who participated in recreational activities, both in average scores and number of passes. It was concluded that strategies used allow recreational strengthen and consolidate the learning by students, increase the socialization process to share and cooperate on the team and strengthen meaningful learning also promotes motivation and achieves a change in attitude toward mathematics. Key Words: playful and math strategies, games and meaningful learning.
Palabras claves: Estrategias lúdicas y matemática, juegos y aprendizaje significativo.
PLAYFUL STRATEGIES FOR TEACHING MATHEMATICS IN STUDENTS STARTING HIGHER EDUCATION STUDIES.
Abstract The article presents the research report which analyzes the impact of recreational strategies in meaningful learning of mathematics. The experiment was conducted with students at the University Initiation Cycle (CIU) of the Universidad Simón Bolívar, Sede del Litoral (Vargas State, Venezuela). He selected a sample of 127 students (62 as the experimental group and 65 control). Both groups were given tests (pre and post) to verify their income levels and completion of the course. In over a quarter playful strategies were appropriate for each of the topics to be studied in Mathematics III of CIU. The academic results significantly favored course the students who participated in recreational activities, both in average scores and number of passes. It was concluded that strategies used allow recreational strengthen and consolidate the learning by students, increase the socialization process to share and cooperate on the team and strengthen meaningful learning also promotes motivation and achieves a change in attitude toward mathematics. Key Words: playful and math strategies, games and meaningful learning.
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