La lúdica como mediación pedagógica para el fortalecimiento del aprendizaje matemático en la primera infancia: Análisis de la experiencia “Dinosaurios y animales de la granja”

Abstract

This working paper presents an analysis of the pedagogical experience “Dinosaurs and Farm Animals: Mathematical Adventures,” developed at the Liceo La Fuente de la Sabiduría (The Fountain of Wisdom High School). Its main objective was to strengthen the understanding of basic mathematical concepts in first and second grade students through play-based learning strategies. The study is based on the systematization of experiences approach proposed by Óscar Jara (2018), understood as a reflective process that allows for the recovery, interpretation, and reinterpretation of educational practice from the perspective of teacher knowledge. The methodology employed included the use of field journals, photographic records, student work, and teacher self-evaluation processes, all of which were analyzed using thematic coding. The results demonstrate that the incorporation of play, linked to children's interests—such as dinosaurs and farm animals—increased students' motivation, active participation, and willingness to learn mathematics. Likewise, an improvement was observed in the understanding of concepts such as counting, classification, and problem-solving, as well as significant progress in communication skills, cooperation, and autonomy. The reflection derived from the systematization process allowed for the identification of key factors that enhanced meaningful learning, including teacher mediation, symbolic play, and social interaction, supported by the theoretical contributions of Arias Sandoval, Ochoa and Herrera, Coello Ortiz, Andrade and Ambi, Gómez, Conejo, and Cortez. In conclusion, the experience confirms that play constitutes an effective pedagogical tool in early childhood and that systematization is consolidated as a valuable tool for strengthening and continuously improving teaching practice.