Uso de bloques lego para el fortalecimiento gradual de componentes matemáticos en los grados de tercero y quinto del Colegio IED. Alfredo Iriarte

Abstract

In the present work we present the results of the research that aimed to design a methodological and didactic strategy mediated by the use of Lego® blocks to gradually promote competences in the area of mathematics for primary school students at school IED Alfredo Iriarte, for which it was necessary to determine which are the different factors that do not allow to achieve a high performance of the mathematical competences in the primary basic education of the third and fifth grades, of an educational institution of the city Bogotá, Colombia. Therefore, through didactic strategies with the use of LEGO blocks, we sought to develop skills in the area of mathematics that will allow the student to obtain better results in the knowledge tests. The selected method was the mixed study, for which the sample consisted of 107 elementary students and five teachers of the area and three instruments were applied: Historical-Documentary Review, two surveys and a validated diagnostic test. Which resulted in the students presenting different conceptual and procedural flaws in the resolution of applicable problems in the area. At the same time, the following conclusions were evidenced: this project provides, above all, a didactic strategy developed from the use of Lego blocks as a tool that enables the advancement, acquisition and development of mathematical competences in elementary students. It is also important, it is noteworthy, that contrary to the collective imagination, there is evidence of a generalized and particular taste on the part of students towards mathematics and that although there are certain deficiencies in this area, in many cases it is due to internal and external factors to the student, among which the environment stands out, the obtaining of materials and the relationship with the teacher. xiii The study shows that students consider few hours devoted to mathematics and even request that more be done. It is important to note that a determining factor for the advancement in the achievement of mathematical competences lies in the empathy that exists between the student and the guidance teacher in the area. As far as the teacher is concerned, the knowledge tests have to be used for the curricular development of the area, they know what the Lego blocks are, but they do not use them as a didactic tool for the advance in the mathematical competences; in turn, they see that the time factor and overcrowding are aspects that considerably affect the satisfactory progress in this area.