Enfoque STEM para mejorar el pensamiento lógico matemático en las operaciones aditivas en segundo grado

Abstract

This study addresses the transformation of basic mathematics teaching, specifically addition, in the context of the Los Morales Educational Institution in Tierralta, Córdoba. The central problem identified was a cognitive paradox in second-grade students: while the students possessed a solid conceptual understanding of the properties of addition, a critical gap and procedural difficulties were identified in the application of the regrouping algorithm. This difficulty limited the full development of their Logical-Mathematical Thinking (LMT). The project was guided by three specific objectives: 1) To characterize the progress of addition within the framework of LMT; 2) To design and implement a pedagogical proposal mediated by the STEM approach and Problem-Based Learning (PBL); and 3) To evaluate the relevance of this methodology for the development of addition. The methodology was framed within a qualitative approach, adopting an action research design. Diagnostic and evaluation instruments (initial and final tests) and field notes were used. The study population consisted of the second-grade students of the institution. The main results validate the STEM-PBL synergy as a high-impact didactic mediator. The initial diagnosis revealed a gap in regrouping; however, after the implementation of six sessions based on PBL (contextualization) and STEM (use of Cuisenaire rods and simulators to solidify the abstraction of base 10), the post-test demonstrated a significant improvement in the deficit. The accuracy in applying addition in Science and Technology contexts exceeded 90%, confirming knowledge transfer. In conclusion, it was established that the pedagogical proposal proved to be highly relevant. Not only did it improve performance in addition with regrouping, but it also generated a triple transformation: cognitive (algorithmic mastery), didactic (validation of the use of STEM to make abstraction concrete), and attitudinal (reduction of math anxiety, increased argumentation, and collaboration). The study recommends the adoption of the STEM-PBL model for teaching abstract mathematical content in primary education.