Methodological proposal for learning multiplication in students in the fifth year of elementary education

Abstract

Introduction: The most current lines in education as a social process consider pedagogical actions in the various subjects of the school curriculum as an area of constant interest and concern. The incorporation of such knowledge as a basic ingredient of quality education is significant in the teaching of mathematics. Learning multiplication is a challenge since students have difficulties in their conceptual understanding and practical application. In the research, the following scientific problem is posed: How to contribute to the understanding of multiplication in students in the fifth year of basic education in the Logroño Educational Unit? Objectives: The objective is to propose a methodology with a constructivist approach, using digital technologies and resources that use play to strengthen the understanding of multiplication in fifth-year students of basic education in the Logroño Educational Unit. Methodology: the methodology was framed with a mixed approach. The study was conducted among 24 students and 30 educators. The data collection instruments include observation cards and questionnaires with a Likert scale, which allow identifying how to improve the understanding of multiplication in students. Results: The results show how teaching is based on traditional methods such as memorization. Teachers recognize the need to incorporate innovative strategies to improve learning. Conclusions: It is concluded that the implementation of the methodology favors the understanding and application of multiplication responding to the needs of the students. General area of study: Education. Specific area of study: Didactics of mathematics in basic education. Item type: Original item