El método de conteo ABN como estrategia didáctica para contribuir al pensamiento lógico matemático en el segundo año de EGB.

Abstract

The present research work proposes activities that integrate the method of Open Counting Based on Numbers (ABN), to contribute to the teaching-learning process in the Educational Unit "Ignacio Escandón". The ABN method as a didactic strategy is important in the teaching of mathematics in the subject of basic operations such as addition and subtraction, because it helps to improve the understanding and counting of numbers, as well as to identify addition and subtraction and to provide solutions to problems related to these basic operations. In addition, it generates mental arithmetic in the students, so this method favors the students' logical skills. Therefore, the purpose of this Curricular Integration Work is to contribute to the development of mathematical logical thinking through the ABN method, so that students are able to recognize and identify numbers and their relationships, and to understand the terms and procedures of addition and subtraction, and in turn, to solve real problems with these basic operations. The methodology used in this research was the socio-critical paradigm with a qualitative approach. The design was action research, because it interprets and understands the practices carried out in order to improve them and thus favor the teaching-learning process in the subject of mathematics. The data collection techniques were participant observation, teacher interviews and a summative student test. After the intervention process with the ABN method, the ICT results were, of the 36 students that make up 100% of the group of students. The 20 students representing 55.5%, i.e., were able to overcome their skills in addition, subtraction and solving one- and two-digit problems, while 8 students, representing 22.2%, i.e., were able to solve one- and two-digit addition and subtraction. Likewise, 4 students (11.1%) were close to achieving the learning of addition and subtraction operations and solving everyday problems and, finally, 4 students (11.1%) did not achieve the required learning.