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The teaching-learning of decimal numbers is necessary to develop advanced mathematical skills, such as estimation and multiplicative calculus, which are fundamental in solving complex problems. The methodology used was based on the mixed research approach and the explanatory level, in a quasi-experimental design with pre-test and post-test with the objective of proposing and validating a didactic strategy to improve the learning of addition and subtraction of decimal numbers in students of eighth year of General Basic Education of the Fiscal Educational Unit “Luis Alfredo Noboa Icaza”, Guayaquil, Ecuador, in the school year 2024-2025. The initial diagnosis revealed that most of the students presented significant difficulties, especially in the resolution of applied problems and in the interpretation of situations involving these concepts. The validation by experts showed that the didactic strategy designed is adequate in terms of objectives, structure, and applicability. The evaluations obtained reflect a solid strategy, although with areas for improvement related to the integration of more self-evaluation mechanisms. The quasi-experiment confirmed the hypothesis, showing an increase in high and very highperformance levels, as well as a notable reduction in low performance, which demonstrates that the strategy favored the development of key mathematical skills, with a particularly positive impact on students with difficulties. [ABSTRACT FROM AUTHOR]

Mental arithmetic makes it possible to perform arithmetic operations without the need to use notes or other external aids, such as calculators or manipulatives. The objective of the research was to design and validate a didactic strategy for the development of mental arithmetic skills of addition and subtraction in third year students of the "Luis Alfredo Noboa Icaza" Educational Unit, Guayaquil, Ecuador. The researchers developed a research process based on the conceptions of the mixed approach, through a pre-experimental design of explanatory research, with pre-test and post-test measurements in a single group. The scientific research carried out was structured in the phases of initial characterization, design of the didactic strategy and validation. The initial characterization phase revealed achievements and insufficiencies related to the establishment of relationships between the numbers to be calculated, limitations of the students' ability to use and relate numbers and operations. The didactic strategy designed is structured in the following components: general objective, didactic guidelines, preparation stage, execution stage and control and feedback stage. The evaluation by experts and the implementation of the didactic strategy made it possible to demonstrate that the result provided constitutes a valid orientation to direct the pedagogical activity of the teacher in the process of developing mental calculation skills of addition and subtraction, in such a way as to promote the automation of skills for the successful performance of mental calculation in third year students. [ABSTRACT FROM AUTHOR]

Critical thinking can be understood as the ability of subjects to analyze and evaluate information on a given topic, allowing them to identify what is true from what is false and avoid certain biases. In this way, knowledge incorporates new meanings to teaching in order to promote critical thinking, an aspect that allows students to offer their opinions, adapt to the ever-changing environment, fostering innovation and problem solving. The objective of the research was to develop a didactic strategy to contribute to the development of the cognitive skills of the students of the second year of the Bachelor's Degree in Science of the Juan Montalvo Educational Unit. The methodology used was based on the mixed research approach, facilitating the analysis and processing of information in an integral way, developing a descriptive-explanatory study. A study was carried out that allowed an adequate development of all foreseen aspects, allowing its organization and control in an orderly manner. The initial diagnosis made it possible to know the current development of critical thinking, and at the same time laid the foundations to determine the actions to be carried out. The didactic strategy developed contributed significantly to the improvement of the skills and components related to critical thinking. The consultation with the experts, allowed to know positive criteria in relation to the level of applicability, effectiveness, relevance, objectivity and coherence, demonstrating that it contributes to the solution of the problem posed for the research. [ABSTRACT FROM AUTHOR]

At present, mathematics occupies one of the first places in the attention to improve its teaching, while the mastery of basic operations, and the results achieved each year, are considered a problem of a contextual pedagogical nature on a global scale. Therefore, the objective of this research is to develop a didactic strategy to improve the learning of basic operations of fourth grade students of basic education of the Lauro Guerrero Becerra Educational Unit in the province of Loja, Paltas Canton. The research was based on the methodological and conceptual foundations of the mixed approach, and is classified as descriptive-explanatory. In which different methods and techniques were developed; The information and data obtained were rigorously analyzed and interpreted through multi-methodological complementarity. It was structured in three stages, the first stage dealt with the diagnosis of the teaching-learning process of the basic operations, the second, the elaboration and implementation of the didactic strategy and finally, the third stage, the validation of the strategy. Notable changes could be evidenced in relation to the main indicators evaluated, as well as in the performance of the students in the performance of basic operations, addiction, subtraction, multiplication and division, showing a positive impact of the strategy on the teaching-learning process of basic operations. These aspects were corroborated by the expert's criteria, in which they expressed adequate levels of objectivity, coherence and relevance on the part of the strategy developed. [ABSTRACT FROM AUTHOR]

The learning of geometric content fosters the development of spatial thinking and visualization skills, essential abilities for the understanding of more advanced mathematical concepts, while providing tools to interpret, analyze and represent the surrounding world in a more accurate and structured way. A study was developed with a mixed research approach, an explanatory level, and a quasi-experimental design with pre-test and post-test, with the objective of proposing a didactic strategy for the learning of geometric contents in the seventh year of general basic education, in the educational unit República del Ecuador, Imbabura, Ecuador, in the school year 2024-2025. The initial descriptive study revealed difficulties in more complex areas, such as measurement and calculation of perimeters and areas, as well as in the understanding of symmetry and geometric problem solving. A didactic strategy was designed for the learning of geometric contents, focused on the identification and classification of geometric figures, the measurement and calculation of perimeters and areas, the use of geometric instruments, the understanding of symmetry and the resolution of practical and theoretical geometric problems, through an active and participatory methodology that promotes logical reasoning and meaningful learning. It is concluded that the validation of the didactic strategy ensured its efficacy, relevance and adequacy and allowed validating its effectiveness by showing a significant increase in the students' performance in the area of geometry. [ABSTRACT FROM AUTHOR]

The study was focused on understanding the development of numerical thinking in second-year students of general basic education (EGB) and applying an effective didactic strategy to improve it, which is essential in the current educational context. The descriptive and methodological field design allowed for describing and characterizing teaching practices, methodologies used, and students' performance in mathematics. Data were analyzed through surveys, observations, and academic performance evaluations. The sample included 22 students and 5 teachers from the Mariscal Sucre School. The didactic strategy focused on improving understanding and numerical reasoning through interactive activities adapted to the student's level. Statistical tests, including analysis of variance (ANOVA), were performed to compare the results before and after the implementation of the strategy. The main results showed significant improvements in the level of numerical thinking development, evidenced by increased scores on academic achievement assessments. This study highlights the importance of implementing effective didactic strategies to promote better performance in mathematics and optimal development of numerical thinking in second-year GBS students. [ABSTRACT FROM AUTHOR]

Gamification as a strategy for the development of calculus skills contributes to the formation and internalization of the concepts of addition, subtraction, multiplication, and division, which are characterized by a high level of abstraction and generalization. The objective of the research was to develop a gamified didactic strategy for the development of addition and subtraction calculation skills in second-year students of General Basic Education in the Educational Unit “Enrique Malo Andrade”, Ecuador. A research process based on the empirical-analytical paradigm was developed using a pre-test/post-test design with a single group. The scientific research developed was structured in the phases of initial diagnosis, design of the gamified didactic strategy, and validation of the designed didactic strategy. In the diagnostic phase, through the application of the standardized pedagogical test to students and the interview questionnaire to teachers, a low level of development of calculation skills, the application of successions of algorithmic indications to calculate, and the implementation of control procedures were identified. The assessment by experts and the implementation of the gamified didactic strategy made it possible to offer a significant contribution to guide the direction of the teaching-learning process of addition and subtraction exercises of natural numbers, through the integration of the playful activity motivating the active and conscious participation of the students of the second year of General Basic Education in the Educational Unit “Enrique Malo Andrade”. [ABSTRACT FROM AUTHOR]

The mastery of mathematics becomes inevitable, due to the very need to offer solutions to problems of different kinds and contexts. Their learning helps the development of thinking in different ways, from being orderly, to looking for and trying different ways of solving a given problem. The objective of this research is to develop a didactic strategy to improve the mathematical reasoning of third-year students of the basic elementary education of the Unidad Educativa Mundial. The study was carried out from a multimethodological or mixed approach and with a descriptive character of the research and convergent design. The research, carried out in three stages, allowed an adequate development of all aspects foreseen its design, facilitating a greater organization and control of each aspect in an orderly way, with the expected quality and in the expected time. The initial diagnosis served as the basis for determining the actions and main strategies to be implemented as part of the research. The didactic strategy implemented to improve the mathematical reasoning of third-year students showed a high effectiveness in solving the difficulties presented. A positive transformation was evidenced in the main indicators studied, showing the capacity of the strategy to provide solutions to the problems identified. The consultation of the experts, in relation to the didactic strategy, offered positive criteria in relation to all its elements. In this sense, all aspects achieved satisfactory results that supported the application. [ABSTRACT FROM AUTHOR]

Mathematics, due to its importance, is present in any curriculum or educational training program; Therefore, it is essential to have a training process in schoolchildren in which they achieve a high basic knowledge of numbers in different mathematical operations. Therefore, this research aims to develop a didactic strategy, based on digital resources for the learning of multiplication. The research was descriptive-explanatory and was developed in three phases, during the 2023 school year. It was framed in a mixed approach in which different methods and techniques were used; multi-methodological complementarity was used in the rigorous interpretation of the results resulting from scientific inquiry. In it, an analysis of the main aspects related to the learning of multiplication was carried out, in which the necessary aspects were raised to propose the design and development of the didactic strategy based on digital resources. To determine the effectiveness of the proposal, experts were consulted and the main results achieved were assessed. In this sense, favorable results were shown, related to the use of digital resources in the teaching of multiplication. The use of the experts' criteria evidenced the objective nature of the proposal, in this sense, the comprehensiveness of the actions, the variety, the sufficiency and the replicability of the same were recognized. All of which evidences the validity of the proposal. [ABSTRACT FROM AUTHOR]

In the current educational systems demand an increasingly inclusive and equitable education, so individualized attention to students with dyscalculia is essential during the teaching-learning process. Research was conducted based on a mixed approach linking quantitative and qualitative data, with an explanatory level by offering a proposed solution to the stated scientific problem, concerning how to contribute to the improvement of care for students with dyscalculia disorder. The diagnosis to the process of attention to students with dyscalculia disorder evidenced that a statistically significant percentage of students present difficulties associated with dyscalculia, since the recognition of symbols is one of the necessary preconditions for the correct performance of calculation exercises. A didactic strategy was designed for the attention of third year students with dyscalculia disorder with the objective of preventing and attending in a timely and effective manner the students' difficulties in the area of Mathematics and improving their academic performance in this subject, considering their potentialities, their needs and the group diversity, in a developmental teaching-learning process. The criteria issued by the experts, as well as the process of inquiry and comparative analysis of the initial and final diagnoses provided validity criteria that support the relevance of the didactic strategy designed and its significant contribution to the care of third year students with dyscalculia disorder in the Educational Unit Virginia Larenas. [ABSTRACT FROM AUTHOR]

The teaching-learning process of multiplicative combinations becomes a challenge. The objective of the study was to design teaching strategies for the teaching-learning process of multiplicative combinations of fourth-year students of Basic General Education. The methodology was based on the mixed approach, on descriptive, explanatory, or causal research, using bibliographic, statistical, and analytical – synthetic methods. The population was made up of 106 students, who participated in the application of the survey, in the two pretest and posttest study phases. The teaching strategy Play and learn multiplicative combinations was implemented through the implementation of six activities. A high percentage classified themselves as having a divergent learning style due to their preferences for or with creative and innovative activities. The students answered that teachers prefer the use of videos and online games. The results determined a significant association between the posttest and the benefits of the strategies in the teaching-learning process of multiplicative combinations when integrating creative, motivating, and innovative strategies. It is concluded that the proposal helped the development of school motivation and interest of students in learning mathematics by encouraging participation, technological resources, and recreational activities. [ABSTRACT FROM AUTHOR]