El tablero de Montessori en la enseñanza de la multiplicación con los estudiantes de cuarto grado de Educación General Básica de la Unidad Educativa Catorce de Julio – Juan Abel Echeverría, de la ciudad de Latacunga

Abstract

Traditional instruction of multiplication in Basic General Education often overlooks the use of didactic resources, which hinders students’ understanding of this mathematical operation. This issue is reflected in low academic performance and limited motivation. The present study evaluates the effectiveness of the Montessori multiplication board in teaching multiplication to fourth-grade students at the “Catorce de Julio – Juan Abel Echeverría” Educational Unit in the city of Latacunga. The methodology employed followed a mixed approach, using a pre-experimental design that included the administration of a pretest and posttest to the students, as well as an-interview with a teacher to assess the impact of the didactic resource. The study involved a group of 23 students, with the Montessori multiplication board used as the primary teaching tool. One of the main findings was increased classroom participation. It is concluded that this didactic resource is effective in teaching multiplication, as it fosters active learning and promotes mathematical understanding.