Estrategia didáctica para el aprendizaje de la suma y resta de números decimales en octavo año de educación general básica.

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]