Herramientas interactivas para el aprendizaje de operaciones aritméticas básicas

Abstract

Currently, technology in mathematics instruction has an essential role since it facilitates the generation of interactive environments that actively involve students in the learning of mathematics, through games, simulations and online activities, the learning process can be made more captivating and participatory. That is why the research project “Interactive tools for learning basic arithmetic operations” was proposed as an objective to determine the influence of interactive tools for learning basic arithmetic operations in middle school students, working with a pre-experimental design, with a single group to which pre- and post-test was applied, the approach was qualitative-quantitative at a correlational level and with bibliographic, documentary and field modalities. The results obtained in the present study show a significant improvement in student performance after the implementation of interactive tools for learning basic arithmetic operations. The average obtained in the pretest was 6.49, with most students obtaining scores between 4 and 6 points. In contrast, the posttest average rose to 8.71, highlighting that most students achieved scores above 7 points. This evidences that the interactive tools applied not only favored the comprehension of the contents, but also raised the students' levels of competence. In conclusion, the identification of interactive digital tools that favor the learning of basic arithmetic operations has revealed a wide range of technological options that, when properly implemented, significantly enhance the educational process, which is why this study analyzes the impact of interactive tools in the teaching of basic arithmetic operations, promoting meaningful, collaborative and constructivist learning through innovative digital strategies in educational contexts that arouse the interest of students.