The Game as a Pedagogical Resource in Mathematics Teaching.

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Bibliographic Details
Title:	The Game as a Pedagogical Resource in Mathematics Teaching.
Authors:	Prada Núñez, Raúl¹ raulprada@ufps.edu.co, Hernández Suarez, Cesar Augusto¹ cesaraugusto@ufps.edu.co, Gamboa Suárez, Audin Aloiso² audingamboa@ufps.edu.co
Source:	Journal of Language & Linguistics Studies. 2022, Vol. 18 Issue 1, p1011-1025. 12p.
Subject Terms:	School children, Mathematics education, Mental arithmetic, Student interests, Natural numbers
Abstract:	This article reports the results of a pedagogical intervention through the adaptation of traditional games to reinforce basic operations with natural numbers in third-grade elementary school students. This activity arises as an alternative process through which a ludic-didactic approach is offered to awaken students' interest and motivation in a subject that historically has been labeled as difficult, boring and far from reality. In addition, it is expected to provide teachers with various didactic resources for their teaching practice. The proposal is based on developing complementary activities against the day in a collaborative work context. The results showed the interest shown by the students in work done when they are offered a format different from the conventional one, reporting improvements in the speed of response in mental arithmetic while reducing the level of errors when solving additive or multiplicative situations. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article reports the results of a pedagogical intervention through the adaptation of traditional games to reinforce basic operations with natural numbers in third-grade elementary school students. This activity arises as an alternative process through which a ludic-didactic approach is offered to awaken students' interest and motivation in a subject that historically has been labeled as difficult, boring and far from reality. In addition, it is expected to provide teachers with various didactic resources for their teaching practice. The proposal is based on developing complementary activities against the day in a collaborative work context. The results showed the interest shown by the students in work done when they are offered a format different from the conventional one, reporting improvements in the speed of response in mental arithmetic while reducing the level of errors when solving additive or multiplicative situations. [ABSTRACT FROM AUTHOR]
ISSN:	1305578X