El aprendizaje colaborativo para fortalecer el desarrollo del conocimiento de los números enteros en la Matemática, en estudiantes de octavo de EGB de la Unidad Educativa Ricardo Muñoz Chávez.

Abstract

The following research was carried out with a sample of 37 students of the eighth year of Parallel Basic Education "A", of the Ricardo Muñoz Chávez Educational Unit, in the city of Cuenca. Through the field diaries, it was evidenced that students have difficulties in solving exercises with whole numbers and their teaching-learning process is self-dependent. The interview, the survey and the Pre Test helped to gather the necessary information to sustain the diagnosis and the theoretical foundation of this research. Therefore, the objective is to promote collaborative learning using playful learning and TACs to strengthen the development of knowledge of whole numbers. This study assumes the sociocritical paradigm, since it seeks to transform the trivialities of educational needs through participatory action research (IAP). To solve the problem, collaborative activities were designed that were implemented for a period of three weeks in the period 2022-2023, of pre-professional practices. The results of the Post Test and the satisfaction survey show that the use of collaborative learning assimilates attention and motivation to enhance the development of knowledge of whole numbers. As well as, it creates social bonds, in order to achieve the expected educational objectives.