Diseño de una Estrategia Didáctica para el Aprendizaje Activo y el Fortalecimiento de las Operaciones Básicas Matemáticas en Estudiantes de Primaria.

Abstract

This study aims to design a didactic strategy to strengthen basic mathematical operations (addition, subtraction, multiplication, and division) in third-grade students at the Institución Educativa Departamental Germania, located in a rural area of Santa Ana, Magdalena (Colombia). The strategy is structured through a cycle of creative workshops based on active methodologies, specifically Problem-Based Learning (PBL) and Cooperative Learning (CL), in order to promote meaningful learning, problem solving, and collaborative work among students. The proposal is based on an institutional diagnosis that revealed difficulties in mastering basic operations and low motivation toward mathematics learning. The design process included the application of the Six Thinking Hats creative technique, which allowed the selection and structuring of the most appropriate intervention alternative. The validation of the didactic strategy was carried out in two phases: peer expert review, where mathematics education specialists assessed the proposal using a Likert-type scale, focusing on methodological coherence, innovative character, and contextual relevance; and a pilot test with students, which provided evidence of its applicability and effectiveness in the classroom. The results from both validation phases show that the proposal is pertinent and effective for strengthening basic mathematical competencies. It contributes to transforming traditional teaching practices and adapting them to the specific needs of the rural educational context. The study concludes that the implementation of active didactic strategies enhances both academic performance and student attitudes toward learning mathematics.