Estrategia lúdica para el aprendizaje de ley de signos matemáticos en los estudiantes de 10º EGB en la Unidad Educativa “Luis Cordero”.

Abstract

The research focuses on addressing the existing issues in learning the law of signs among tenth- grade students in General Basic Education (EGB). The project arises from the need to implement creative educational resources that make learning more effective and engaging for students. The study adopts a research approach based on diagnostics obtained during pre- professional practices, and focuses on the importance of finding efficient strategies to teach the law of signs in a comprehensible and practical manner. The identified issue reveals that many students face difficulties in understanding and correctly applying the law of signs, which affects their academic performance in mathematics. The lack of conceptual understanding and superficial mechanics in learning this law, as well as the absence of ludic strategies for its comprehension, are highlighted. To address this issue, the general objective is to propose a ludic strategy to enhance the learning of the law of signs among tenth-grade students in EGB. Specific objectives include

conducting theoretical systematization, diagnosing the strengths and weaknesses in students' learning, designing and implementing a ludic strategy, and evaluating the results obtained. The methodological framework incorporates a socio-critical approach that combines quantitative and qualitative methods. A quasi-experimental design is employed, including a control group and an experimental group of students, as well as the participation of a mathematics teacher. The study's results reveal that the implemented ludic strategy had a positive and significant impact on the educational process. Students demonstrated a greater conceptual understanding, information retention, and academic performance. Additionally, a change in the classroom dynamic was observed, with more active and committed participation from the students.