The game as a pedagogical tool for meaningful learning of mathematics at the elementary sub-level of basic education El juego como herramienta pedagógica para el aprendizaje significativo de las matemáticas en el subnivel elemental de educación básica
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Abstract
This study analyzes the effectiveness of games as a pedagogical tool for meaningful learning of mathematics in elementary school students. The research was conducted with 125 students from second to fourth grade, through a quasi-experimental design with control and experimental groups, systematically applying playful strategies during an academic period. The results show a significant increase in the understanding of fundamental mathematical concepts, motivation, active participation, and the development of skills such as logical reasoning and problem-solving in the experimental group. It is concluded that the methodical implementation of playful activities, contextually meaningful and properly structured, considerably enhances the teaching-learning process of mathematics at this educational level, reducing math anxiety and improving students' perception of self-efficacy.
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