La Lúdica : una propuesta metodológica para el área de matemáticas (suma, grado 1°)

Abstract

This educational research work in the context of the specialization in playful pedagogy for self-learning; It is a fundamental conceptual reference to guide and give professional support to the teachers who with dignity and decorum direct and coordinate the curricular activities of the students of the First grade of basic education, primary cycle. It is fundamental that the teachers start from the deep knowledge of the reality in which the children are immersed. It must be based on a real and true diagnosis, for this we must know their family, social and cultural environment, which are reflected in the attitudes and aptitudes of children who arrive at the wonderful world of the school. The teacher and the teacher must know the strengths, opportunities, risks, weaknesses and threats with which students come to the classroom for the specific case of this research work poses the following problem: How playful and pedagogical critique, accompany the process of learning the sum in boys and girls of the First grade? This problem is accompanied by a general objective, which demonstrates the importance of the research work and as a central nucleus suggests that it is necessary to go to the theoretical foundations of the ludic, which guides from its own epistemology, to its didactic to support pedagogy of autonomous and meaningful learning in boys and girls of the first grade of basic education, primary cycle. In addition the research is relevant in that it allows the teacher to be accompanied by the conceptual structure of critical pedagogy, which allows the teacher to have a new conception of pedagogy, because it can pass from traditional pedagogy to pedagogical processes that allow it to investigate facts, innovate, that is, assume new challenges and be a teacher and mediator between knowledge, the student and reality. It is the duty of the research teacher: to identify the difficulties of the children in the learning of the sum; intervene with the playful and the pedagogy, the difficulties. In addition to construct integrating elements between the playful and the critical pedagogy to use it in the learning of the sum as an essential part of the four operations on which the students acquire the precise domain to carry out the exercises related to the sum and apply them to exercises real daily, school, family and community, to prepare and continue in other degrees with theoretical solidity and firmness in practice.