Carrera Educación Básica

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Subject: search.filters.subject.MULTIPLICACIÓN

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    El tablero de Montessori en la enseñanza de la multiplicación con los estudiantes de cuarto grado de Educación General Básica de la Unidad Educativa Catorce de Julio – Juan Abel Echeverría, de la ciudad de Latacunga
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Chimborazo Túquerres Johanna Lisbeth; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    Traditional instruction of multiplication in Basic General Education often overlooks the use of didactic resources, which hinders students’ understanding of this mathematical operation. This issue is reflected in low academic performance and limited motivation. The present study evaluates the effectiveness of the Montessori multiplication board in teaching multiplication to fourth-grade students at the “Catorce de Julio – Juan Abel Echeverría” Educational Unit in the city of Latacunga. The methodology employed followed a mixed approach, using a pre-experimental design that included the administration of a pretest and posttest to the students, as well as an-interview with a teacher to assess the impact of the didactic resource. The study involved a group of 23 students, with the Montessori multiplication board used as the primary teaching tool. One of the main findings was increased classroom participation. It is concluded that this didactic resource is effective in teaching multiplication, as it fosters active learning and promotes mathematical understanding.
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    La gamificación en la enseñanza aprendizaje de la multiplicación con los estudiantes de cuarto grado de educación general básica de la Unidad Educativa “Juan José Flores” de la parroquia Chugchilán del cantón Sigchos
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Cunuhay Chusin Elith Maritza; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    The limited incorporation of innovative didactic strategies, such as gamification, in the teachinglearning process of multiplication is one of the main causes of low academic performance in the area of Mathematics. The lack of motivation, combined with traditional and less dynamic pedagogical practices, limits the meaningful understanding of multiplicative concepts and negatively affects academic progress, generating learning gaps that widen over time. In response to this issue, the objective of this research is to investigate the use of gamification and its contribution to the teaching and learning of multiplication with fourth-grade students of Basic General Education at Unidad Educativa “Juan José Flores” in the parish of Chugchilán, Sigchos canton. The methodology employed was a pre-experimental design with a mixed approach—both quantitative and qualitative—and a descriptive level. Techniques included a structured interview directed at the teacher and a survey applied to 26 fourth-grade students, along with pretest and posttest assessments to evaluate the impact of gamification. The results showed a significant improvement in student performance: 57.7% mastered the expected learning outcomes and 30.8% achieved the required level, while only 3.8% remained at a low level. Furthermore, the teacher expressed a highly positive perception of gamification, highlighting its ability to foster active participation, reduce anxiety, and enable more personalized and motivating instruction. It is concluded that gamification is an effective methodological tool for optimizing the learning of multiplication, by transforming the classroom into a dynamic, engaging, and meaningful environment. Its continuous implementation in the classroom and teacher training in gamified strategies is recommended to reinforce its pedagogical effectiveness.