La taptana en el aprendizaje de la suma y la resta en los estudiantes de tercer grado de educación general básica de la Unidad Educativa “Joaquín Arias”

Abstract

The study analyzes the influence of using the taptana on the learning of addition and subtraction in third-grade students of Basic General Education. The research followed a quantitative approach with a quasi-experimental design, applying a pretest and posttest to 38 students. The 10-item assessment showed that, before the intervention, students reached an average score of 4.08 points, equivalent to 40.8% achievement. After implementing activities based on the taptana, the average score increased to 7.82, corresponding to 78.2% achievement, representing an improvement of approximately 38%. Inferential analysis using the paired-samples t-test yielded a bilateral significance value of p = 0.000, confirming a statistically significant difference between both measurements. Qualitative observations discussed in the analysis indicated that the greatest progress occurred in exercises requiring regrouping, where the percentage of correct responses increased notably compared to the diagnostic results. These findings show that the use of the taptana strengthens numerical reasoning, supports the understanding of the decimal system, and enhances accuracy in solving basic operations.