Citas bibligráficas
Mendoza, E., (2023). Los juegos didácticos y su influencia en el logro de la competencia resuelve problemas de regularidad, equivalencia y cambio en los estudiantes del cuarto año de secundaria de la Institución Educativa Planteles de Aplicación de la UNE, Chosica- 2019 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9582
Mendoza, E., Los juegos didácticos y su influencia en el logro de la competencia resuelve problemas de regularidad, equivalencia y cambio en los estudiantes del cuarto año de secundaria de la Institución Educativa Planteles de Aplicación de la UNE, Chosica- 2019 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/9582
@phdthesis{renati/1736104,
title = "Los juegos didácticos y su influencia en el logro de la competencia resuelve problemas de regularidad, equivalencia y cambio en los estudiantes del cuarto año de secundaria de la Institución Educativa Planteles de Aplicación de la UNE, Chosica- 2019",
author = "Mendoza Avellaneda, Edith Zulema",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2023"
}
The objective of this research work is to make known the results of the Student Census Evaluation (ECE) in the area of Mathematics for the years 2016 and 2019 show that in secondary school and specifically for the 2nd grade there was an increase, taking the levels in progress and satisfactory, from 28.4% to 30.0%, that is, in two years the progress was only 1.6%. It is striking that, despite all the mechanisms used to improve learning related to large financial outlays such as school textbooks, workbooks, support programs for teachers in the area, training, specializations through the Perú Educa platform, various resources in This and others have not been able to advance as much as we would like. All of these mechanisms require an analysis and perhaps comparison with other experiences in the region to determine if by 2019, at least, these efforts have been fruitless or whether the right path is being followed. It will depend on this to continue along the same path or make the necessary readjustments that lead to new challenges and more ambitious goals in achieving learning in Mathematics that no one doubts, today, are important to build citizenship in future generations. Among the efforts to achieve better learning, we must take a look at the academy that develops in schools of education or in postgraduate schools, we refer above all to the research carried out on the various teaching and learning strategies of mathematics that already exist. Whether quantitative or qualitative in nature, they contribute with their conclusions to putting the analyzed experiences into practice and making them viable for the reality of our schools. The experience that we present constitutes one of these contributions through the study of the relationship between didactic games and the learning of the competence associated with algebra. The educational games presented have been experimented with students of the 4th grade of education at the UNE Application School during 2019, before the pandemic, and the results of their use have been satisfactory not only for the students who They have assimilated many mathematical objects and their relationships in a playful way, but also for the author who has seen crystallized what every teacher must strive to achieve and which can be summarized as “learning by playing.”
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