Estrategia Lúdica para Fortalecer el Aprendizaje de las Matemáticas y el Pensamiento Crítico en Estudiantes de Tercer Grado: Hacia la Optimización de Prácticas Pedagógicas en el Aula.

Abstract

This study focuses on the poor performance in mathematics of third grade students, specifically on the understanding of the numerical structure and the impact of this on their academic performance. Using a Participatory Action Research (PAR) approach and mixed methods design, the research implements a playful strategy based on educational games such as the mathematical park, numerical bingos and mathematical challenge wheels, to improve the understanding of mathematical concepts and develop critical thinking. The study was carried out with 35 students from the Juan Pablo Primero Educational Institution in Cúcuta, aged between 8 and 10 years, from various socioeconomic backgrounds, including vulnerable populations. Three teachers and 30 parents also participated. Data collection included qualitative and quantitative techniques: surveys, diagnostic tests, semi-structured interviews and participatory observation. The methodology was structured in four phases: 1) Diagnosis, which included initial tests for third grade students, interviews with teachers and systematic observation; 2) Planning of playful strategies, incorporating digital interactive games, adapted board games, group challenges and playful narratives; 3) Practical implementation in the classroom with direct observation and practical workshops; and 4) Impact evaluation through diagnostic tests and final surveys. The following results were evidenced, showing a significant improvement in academic performance, with an increase in the average grade from 26.49 to 34.91 points and a reduction in the variability of the results (standard deviation from 8.66 to 6.31). Attitudes towards mathematics improved notably: liking for the subject increased from 51.43% to 68.6%, while anxiety when solving problems was reduced from 66% to 26%, significantly improving the problems evidenced in the teaching of mathematics. The research concludes that the implementation of playful strategies has a positive impact on mathematical understanding and the development of critical thinking. It is recommended to incorporate play activities into regular teaching practice, promote collaboration between teachers, families and the educational community, and conduct future research on the long-term impact of these strategies, as well as explore innovative approaches that integrate mathematics with other areas of knowledge. Keywords: Mathematics learning, Playful strategy, Critical thinking, Pedagogical practice in primary school.