Diseño e implementación de material didáctico contextualizado para el fortalecimiento del pensamiento matemático en estudiantes de educación primaria en contextos rurales

Abstract

This research arises from the challenges faced by primary school students in rural contexts, who often show low levels of performance in mathematics due to the lack of appropriate teaching materials, limited technological resources, and pedagogical practices disconnected from their realities. The central thesis argues that the design and implementation of contextualized teaching materials, based on elements of the rural environment, strengthen the development of logical-mathematical thinking and promote meaningful learning in students. The methodology corresponds to a qualitative approach with an action research design. In the first phase, diagnostics will be carried out through observation, surveys, and interviews to identify the main learning difficulties. In the second phase, manipulative resources linked to everyday agricultural and community situations will be designed and applied. Finally, their impact on students’ comprehension and problem-solving skills in mathematics will be evaluated. The main expected outcomes show that the implementation of contextualized teaching materials not only enhances the understanding of abstract concepts but also increases student motivation, strengthens logical-mathematical reasoning, and values the local knowledge of the community. In this way, the study contributes to the development of situated pedagogical strategies that respond to the specific needs of rural education in Colombia.