Board games as a didactic strategy for the development of mathematical skills in elementary school students
DOI:
https://doi.org/10.37431/conectividad.v6i3.329Keywords:
Juegos, estrategias, competencias, educación, aprendizajeAbstract
The use of board games in education has gained relevance in the current context, given their potential to enrich the learning process. For this reason, the main purpose of this research was to evaluate the implementation of these games as a didactic strategy oriented to the strengthening of mathematical competences in students of General Basic Education in the Ecuadorian context. Regarding the methodology, a descriptive approach with qualitative design was implemented, through which an exhaustive analysis of the pertinent documentation on the application of these games in the classroom environment was carried out. Regarding the most significant findings, it is worth mentioning that 100% of the participating teachers stated that the incorporation of board games had a positive impact on the development of logical-mathematical notions. From the analysis carried out, it was possible to conclude that the board games encouraged the active participation of the students and facilitated the creation of a dynamic learning environment that enhanced the integral development in its cognitive, social and emotional dimensions. In virtue of the above, it was considered pertinent to recommend the systematic integration of these ludic resources in mathematics teaching.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 CONECTIVIDAD

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The originals published in this journal's printed and electronic editions are the property of the Instituto Superior Tecnológico Universitario Rumiñahui. Therefore, citing the source in any partial or total reproduction is necessary. All the contents of the electronic journal are distributed under a Creative Commons Attribution-Noncommercial 4.0 International (CC-BY-NC 4.0) license.