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The main objective of the study was to develop and evaluate a guide of methodological strategies to improve the teaching and learning of mathematical calculations in the ninth year of General Basic Education, through a participatory and collaborative approach involving both teachers and students. Classified as an applied field study, it was carried out at the Luis Tello Ripalda Educational Unit, with the total participation of 72 students and 7 mathematics teachers. The research followed a process structured in seven phases, from the identification of difficulties to the validation and final adjustment of the guide. Various research techniques were used, such as surveys, focus groups and interviews, supported by specific instruments for data collection. Experimental groups and a control group were formed for the pilot implementation of the guide. The variables analyzed included the mathematical calculation domain, broken down into several dimensions and measured by standardized tests. The data were analyzed using descriptive and comparative statistical tests to assess the impact of the guide on students' mathematical competencies. The statistical analysis revealed the positive impact of the guide on students' mathematical competencies. The collaboration between researchers, teachers and students ensured the relevance and usefulness of the proposed interventions, highlighting the importance of participatory approaches in improving mathematics teaching and learning in educational contexts. [ABSTRACT FROM AUTHOR]

Motivation in learning mathematics is a determining factor for the academic and cognitive development of students. Therefore, this study aimed to design a ludic strategy to enhance the motivation of sixth grade students of General Basic Education (EGB) in mathematics. A quasiexperimental study was carried out with an experimental group and a control group, where the playful strategy was implemented in the former and traditional teaching was maintained in the latter. The sample consisted of 70 students from the Basic Education School ‘República de Italia’, divided into two groups of 35 each, as well as 3 mathematics teachers. The study combined qualitative and quantitative methods, including teacher interviews, design and validation of the play strategy, application of questionnaires and analysis of academic performance. The results revealed low motivation and unsatisfactory performance in mathematics, especially in the control group. The application of the play strategy showed significant improvements in motivation and academic performance in the experimental group. Statistical tests such as frequency analysis, Wilcoxon and Student's t-tests were used to compare the levels of motivation and academic performance before and after the intervention, verifying the normality of the data with the Shapiro-Wilk test. This study highlights the importance of implementing innovative and motivational strategies in mathematics teaching to improve students' learning and performance. [ABSTRACT FROM AUTHOR]

At present, mathematics occupies one of the first places in the attention to improve its teaching, while the mastery of basic operations, and the results achieved each year, are considered a problem of a contextual pedagogical nature on a global scale. Therefore, the objective of this research is to develop a didactic strategy to improve the learning of basic operations of fourth grade students of basic education of the Lauro Guerrero Becerra Educational Unit in the province of Loja, Paltas Canton. The research was based on the methodological and conceptual foundations of the mixed approach, and is classified as descriptive-explanatory. In which different methods and techniques were developed; The information and data obtained were rigorously analyzed and interpreted through multi-methodological complementarity. It was structured in three stages, the first stage dealt with the diagnosis of the teaching-learning process of the basic operations, the second, the elaboration and implementation of the didactic strategy and finally, the third stage, the validation of the strategy. Notable changes could be evidenced in relation to the main indicators evaluated, as well as in the performance of the students in the performance of basic operations, addiction, subtraction, multiplication and division, showing a positive impact of the strategy on the teaching-learning process of basic operations. These aspects were corroborated by the expert's criteria, in which they expressed adequate levels of objectivity, coherence and relevance on the part of the strategy developed. [ABSTRACT FROM AUTHOR]

The instruction of addition and subtraction during the third year of Basic General Education fosters students' autonomy and confidence in their ability to address mathematical problems. By facing and overcoming challenges, children cultivate a positive attitude towards mathematics and become more confident when facing numerical problems in various situations. The objective of this research is to develop a methodological strategy for solving addition and subtraction problems in the third year of Basic General Education. The research was carried out in the Ciudad de Ibarra Educational Unit. The sample consisted of 28 students of said educational level. Qualitative and quantitative methods were used with the objective of measuring the impact of the proposed strategy and the development of skills in addition and subtraction. From the implementation of the proposed strategy, a significant improvement was obtained in the development for solving addition and subtraction problems in the third year of the EGB. [ABSTRACT FROM AUTHOR]

The study focuses on the design and implementation of a pedagogical strategy to improve multiplication skills in third-year students of Basic General Education of the Intercultural Bilingual Community Educational Unit “Cacique Tumbala”. The research is carried out in the context of an intercultural bilingual school, which adds complexity and cultural richness to the proposed didactic approach. The research addresses the importance of developing multiplication skills in students from an early age, recognizing its fundamental role in mathematical development and future academic success. The proposed teaching strategy is based on innovative methods adapted to the intercultural and bilingual context of the school, with the aim of actively involving students in their learning process and promoting a deep and meaningful understanding of multiplication concepts. A mixed-type development study is carried out with a single-group pre-experimental design. The expected results of this research include the improvement of students' academic performance in mathematics, as well as an increase in their confidence and motivation towards learning in this area. The developed teaching strategy serves as a model for other intercultural bilingual schools that face similar challenges in teaching mathematical skills. The research seeks to contribute to the strengthening of educational quality in intercultural and bilingual contexts, offering effective tools for the comprehensive development of students. [ABSTRACT FROM AUTHOR]

The learning of geometric content fosters the development of spatial thinking and visualization skills, essential abilities for the understanding of more advanced mathematical concepts, while providing tools to interpret, analyze and represent the surrounding world in a more accurate and structured way. A study was developed with a mixed research approach, an explanatory level, and a quasi-experimental design with pre-test and post-test, with the objective of proposing a didactic strategy for the learning of geometric contents in the seventh year of general basic education, in the educational unit República del Ecuador, Imbabura, Ecuador, in the school year 2024-2025. The initial descriptive study revealed difficulties in more complex areas, such as measurement and calculation of perimeters and areas, as well as in the understanding of symmetry and geometric problem solving. A didactic strategy was designed for the learning of geometric contents, focused on the identification and classification of geometric figures, the measurement and calculation of perimeters and areas, the use of geometric instruments, the understanding of symmetry and the resolution of practical and theoretical geometric problems, through an active and participatory methodology that promotes logical reasoning and meaningful learning. It is concluded that the validation of the didactic strategy ensured its efficacy, relevance and adequacy and allowed validating its effectiveness by showing a significant increase in the students' performance in the area of geometry. [ABSTRACT FROM AUTHOR]

This research focuses on the design and development of a neurodidactic strategy aimed at improving the learning of seventh-grade students who have difficulties in mastering mathematical skills. It starts from the recognition of the importance of understanding how the brain works in the learning process, as well as the need to address the individual needs of students to promote their academic success. The neurodidactic strategy developed is based on the understanding of the learning styles, cognitive strengths and emotions of the students. Specific techniques based on neuroscience are incorporated, such as the use of multiple teaching modalities, spaced repetition, formative feedback, and promoting an emotionally safe classroom environment. The implementation of the neurodidactic strategy is carried out in a group of seventh-grade students with difficulties in mathematics over a period of six weeks. Qualitative and quantitative data are collected to evaluate the effectiveness of the strategy in terms of improving students' academic performance, motivation, and self-efficacy in mathematics. The preliminary results indicate that the neurodidactic strategy designed has had a positive impact on the learning of students with difficulties in mathematical skills. An increase in academic performance is observed, as well as greater motivation and confidence in the mathematical abilities of the participants. These findings support the usefulness and relevance of neurodidactics as an approach to address the needs of students with difficulties in learning mathematics. [ABSTRACT FROM AUTHOR]

The study was focused on understanding the development of numerical thinking in second-year students of general basic education (EGB) and applying an effective didactic strategy to improve it, which is essential in the current educational context. The descriptive and methodological field design allowed for describing and characterizing teaching practices, methodologies used, and students' performance in mathematics. Data were analyzed through surveys, observations, and academic performance evaluations. The sample included 22 students and 5 teachers from the Mariscal Sucre School. The didactic strategy focused on improving understanding and numerical reasoning through interactive activities adapted to the student's level. Statistical tests, including analysis of variance (ANOVA), were performed to compare the results before and after the implementation of the strategy. The main results showed significant improvements in the level of numerical thinking development, evidenced by increased scores on academic achievement assessments. This study highlights the importance of implementing effective didactic strategies to promote better performance in mathematics and optimal development of numerical thinking in second-year GBS students. [ABSTRACT FROM AUTHOR]

The teaching of Mathematics is present in the most diverse training programs. Its teaching cannot be seen as a simple activity, but it requires methods and strategies that facilitate its teaching and understanding of the contents by students, the game, without a doubt, constitutes an important strategy. The objective of this study was to implement didactic strategies based on games to improve the ability to solve mathematical problems in third grade students of Basic General Education Dr. Carlos Manuel Espinoza Educational Unit. The use of different methods and techniques, used from a mixed approach, allowed us to know the main difficulties present in the resolution of mathematical problems and the possibility of applying the game as a didactic strategy. The organization of the research in two phases guaranteed a better execution of the same, allowing the results to be achieved in an orderly manner, as well as to use at all times the necessary didactic actions based on the game. The consultation with experts, carried out as part of the validation of the didactic strategy, offered favorable criteria in all the aspects consulted for the study. This evidenced coherence and effectiveness in the main aspects analyzed in the research, as well as an important positive transformation in the improvement of the performance and performance of students in relation to the resolution of mathematical problems. [ABSTRACT FROM AUTHOR]

The development of mathematical competencies through innovative pedagogical strategies is a relevant topic of growing interest in contemporary academia. The present study addressed the design of a gamification strategy for the development of logical-mathematical competencies in students in the fourth year of General Basic Education. The research was carried out in a rural Ecuadorian school to evaluate the impact of gamification on the development of these skills. The results showed significant improvements in students' logical-mathematical skills, supported by standardized evaluative activities, surveys and the corresponding statistical tests for pretestposttest comparative analysis. Descriptive statistical methods were also applied to organize the information by means of tables and graphs of absolute and relative frequencies. A positive impact was observed in problem solving and in the variety of strategies used, although no significant differences were found in the connections between mathematical concepts. Students showed a positive perception towards the effectiveness of games in mathematics learning, mainly in aspects related to motivation, interest, understanding and participation in mathematics learning through games. Teachers perceived the strategy as effective and relevant. They perceived that gamification was useful in facilitating student learning and that the planning and execution of the strategy were well adjusted to the educational objectives, which reflects a favorable perception of the feasibility and positive impact of this methodology. [ABSTRACT FROM AUTHOR]

The objective of this research is to develop a methodological strategy to improve mathematical calculation skills in students in the sixth year of General Basic Education. It is proposed to design and implement an innovative pedagogical approach adapted to the individual needs of the group of students under study. The methodological strategy will be based on participatory, practical and contextualized teaching methods, in order to promote a deep and meaningful understanding of mathematical concepts. To achieve this objective, an experimental development study will be carried out, in which the proposed methodological strategy will be designed, implemented and evaluated. A mixed methodology will be used that will combine quantitative and qualitative methods to collect data on the impact of the strategy on the development of students' mathematical calculation skills. Assessment instruments specifically designed to measure student progress in key areas of mathematical calculation will be used. The results are a significant improvement in the academic performance of students in mathematics, as well as an increase in their confidence and motivation towards learning in this area. It was evident that the methodological strategy developed serves as an effective and replicable model for other educational contexts, thus contributing to the strengthening of educational quality in the development of mathematical calculation skills in students in the sixth year of General Basic Education. The research provided practical and effective tools to improve the teaching and learning process of mathematics, with the aim of enhancing the academic success and comprehensive development of students. [ABSTRACT FROM AUTHOR]

The integration of cognitive neuroscience in education has generated a growing interest due to its potential to improve learning. This study aimed to design, implement and evaluate the impact of a strategy based on neurodidáctica on mathematical problem-solving skills in seventh grade students. The sample consisted of 57 students from the unidad educativa Ciudad de Ibarra, divided into an experimental group and a control group, together with the participation of 7 teachers whose perceptions and suggestions were fundamental in the design and implementation of the strategy. A quasi-experimental design was used and statistical tests, including the Wilcoxon test, were applied to analyze the data collected. The results showed a significant improvement in problem-solving skills in the experimental group, supporting the effectiveness of the neurodidactic strategy. In addition, teachers' satisfaction, calculated using the Iadov technique, and their positive perceptions highlighted the relevance of this approach in the classroom. These findings suggest that neurodidactics can be a valuable tool to promote more effective and meaningful learning in the field of mathematics, highlighting the importance of further exploring and developing this interdisciplinary field. [ABSTRACT FROM AUTHOR]

The present research focuses on the development of a methodological strategy to raise the academic performance of eighth-year students of Basic General Education in the area of mathematics. Using a multidisciplinary approach, the strategy seeks to identify and address the underlying causes of poor performance in this key area, incorporating innovative teaching methods, appropriate educational resources and individualized support for students. A mixed-type development study is implemented with a single-group experimental design. Data from pre-assessments and feedback from educators were used to continually inform and adjust the strategy. An evaluation was applied using expert criteria to determine the relevance of the proposed strategy. A pre-experiment was carried out to evaluate the effectiveness of the strategy in terms of improvements in students' academic performance. From the analysis of the results obtained before and after the implementation of the strategy, it was possible to verify the significant contribution to the improvement of mathematics performance among eighth grade students, providing a solid basis for future educational interventions in this critical area. [ABSTRACT FROM AUTHOR]

The improvement of arithmetic calculation skills in General Basic Education (EGB) students is fundamental for their academic and cognitive development. The present study investigated the impact of a strategy based on active learning on the development of arithmetic skills in students in the fourth year of General Basic Education (EGB). A sample of 25 students and five teachers from the "15 de Abril" Intercultural Bilingual Community Education Center of Basic Education was selected. A pretest-posttest analysis was carried out to evaluate emotional and motivational elements of learning, as well as the students' performance before and after the implementation of the strategy. Tests of the relationship between variables were applied using IBM SPSS Statistic software. The results indicated a significant increase in students' motivation and satisfaction, as well as in their arithmetic calculation skills. As a complement, a survey of teachers was conducted to evaluate their perception of the usefulness and viability of the strategy in the classroom. The teachers' assessment revealed a positive perception regarding the relevance of the proposed strategy to promote active learning and the development of arithmetic and higher order cognitive skills in students. [ABSTRACT FROM AUTHOR]

In today's education it is essential to assume the playful activity in the teaching-learning process so that it can contribute greatly to the strengthening of calculus, generating spaces for participation and motivation. A research process based on the mixed approach with an explanatory scope and pre-experimental design was developed with the objective of designing and validating a playful strategy for the teaching-learning of addition without regrouping with numbers up to four digits, in the second year of the General Basic Education School "Ciudad de Tena", Ecuador, in the school year 2023-2024. The initial characterization of the teachinglearning process of addition, in the defined sample context, evidenced insufficiencies referred to the identification of the practical meaning of the operation, limitations of the students to identify the digits that, according to their position, correspond to the units, tens, hundreds, and units of thousand and to arrive at a result of the sum with correction from the integration of the partial sums. A ludic strategy was designed for the teaching-learning of addition configured from the systemic conception of a didactic sequence. The validation of the designed ludic strategy makes it possible to sustain that this scientific result contributes significantly to the improvement in the academic performance of second year students to solve written calculation exercises of addition without regrouping with numbers up to four digits, which proves the formulated hypothesis and demonstrates the fulfillment of the research objectives. [ABSTRACT FROM AUTHOR]

In the current educational systems demand an increasingly inclusive and equitable education, so individualized attention to students with dyscalculia is essential during the teaching-learning process. Research was conducted based on a mixed approach linking quantitative and qualitative data, with an explanatory level by offering a proposed solution to the stated scientific problem, concerning how to contribute to the improvement of care for students with dyscalculia disorder. The diagnosis to the process of attention to students with dyscalculia disorder evidenced that a statistically significant percentage of students present difficulties associated with dyscalculia, since the recognition of symbols is one of the necessary preconditions for the correct performance of calculation exercises. A didactic strategy was designed for the attention of third year students with dyscalculia disorder with the objective of preventing and attending in a timely and effective manner the students' difficulties in the area of Mathematics and improving their academic performance in this subject, considering their potentialities, their needs and the group diversity, in a developmental teaching-learning process. The criteria issued by the experts, as well as the process of inquiry and comparative analysis of the initial and final diagnoses provided validity criteria that support the relevance of the didactic strategy designed and its significant contribution to the care of third year students with dyscalculia disorder in the Educational Unit Virginia Larenas. [ABSTRACT FROM AUTHOR]

The relevance of cultivating creativity and problem-solving skills in students to face the challenges of 21st century learning is undeniable. With the aim of developing these competencies, this article presents the design and implementation of a Project Based Learning (PBL) Program focused on sixth grade students. The sample consisted of 30 students from that educational level. Qualitative and quantitative methods were used to evaluate the impact of the program on the development of creative and problem-solving skills. The main results revealed significant improvements in the ability to generate ideas, originality, flexibility and elaboration in the creative aspect, as well as in efficiency, effectiveness, creativity in solving and adaptability in the problem-solving aspect, after the implementation of the program. This study highlights the effectiveness of PBL as a pedagogical strategy to foster critical thinking, creativity and problem solving in sixth grade students, offering a valuable contribution to the educational field. [ABSTRACT FROM AUTHOR]

Gamification as a strategy for the development of calculus skills contributes to the formation and internalization of the concepts of addition, subtraction, multiplication, and division, which are characterized by a high level of abstraction and generalization. The objective of the research was to develop a gamified didactic strategy for the development of addition and subtraction calculation skills in second-year students of General Basic Education in the Educational Unit “Enrique Malo Andrade”, Ecuador. A research process based on the empirical-analytical paradigm was developed using a pre-test/post-test design with a single group. The scientific research developed was structured in the phases of initial diagnosis, design of the gamified didactic strategy, and validation of the designed didactic strategy. In the diagnostic phase, through the application of the standardized pedagogical test to students and the interview questionnaire to teachers, a low level of development of calculation skills, the application of successions of algorithmic indications to calculate, and the implementation of control procedures were identified. The assessment by experts and the implementation of the gamified didactic strategy made it possible to offer a significant contribution to guide the direction of the teaching-learning process of addition and subtraction exercises of natural numbers, through the integration of the playful activity motivating the active and conscious participation of the students of the second year of General Basic Education in the Educational Unit “Enrique Malo Andrade”. [ABSTRACT FROM AUTHOR]

The use of ludic strategies is one of the pedagogical responses that education has provided to the need to enhance inclusive education in the educational environment. A research process was carried out based on a mixed approach, at an explanatory level with a pre-experimental design, with the objective of developing play strategies to improve the educational inclusion of students with learning difficulties in the fourth year of Basic Education at the "Juan León Mera" School, Guayaquil, Ecuador, during the 2023-2024 school year. The initial descriptive study revealed achievements and inadequacies associated fundamentally with equity in the achievement of results, respect for cultural, socioeconomic and ethnic diversities, and attention to special educational needs. The modeled ludic strategies are oriented to improve the educational inclusion of students with learning difficulties through an integrated approach in which the most effective good pedagogical practices are materialized, making it possible to propose practical recommendations for their implementation in the specific context of the educational institution. The scientific assessment of the modeled ludic strategies revealed their significant contribution to improve the educational inclusion of students with learning difficulties in the school context under transformation. The evaluations made by the experts and the evaluations of the students themselves provided the arguments that allow asserting the validity of the proposal to improve the harmonic and gradual integration of the students at adequate assimilation rhythms. [ABSTRACT FROM AUTHOR]

The mastery of reflective calculation in addition and subtraction is essential for EGBE students, as it enhances their critical problem-solving thinking and promotes skills applicable in other areas of their training. However, third-year students face challenges such as a lack of fluency in basic concepts and the transfer of knowledge and skills to diverse contexts. The objective of this research is to design a methodological guide, based on workstations, for the development of reflective calculation skills of addition and subtraction in students in the third year of the EGBE from the use of didactic resources. The sample consisted of 28 students and 5 mathematics teachers from the Basic Education School in the city of Guayaquil. Interviews, evaluation activities, and surveys were conducted. The results of the diagnosis made it possible to show ideal conditions for the implementation of the proposal, as they revealed a gap between the positive perception and the scarce use of didactic resources in mathematics. During the implementation, a positive impact on the accuracy of responses and a decrease in errors in addition and subtraction were observed, through statistical tests of relationship between variables (Wilcoxon, Phi and Cramer). Teachers positively evaluated the methodological guide, highlighting its usefulness and adaptability, although some ambiguity was identified in the instructions, the findings indicate significant improvements in students' reflective calculation skills in addition and subtraction. [ABSTRACT FROM AUTHOR]

The study conducted stands out for its focus on the implementation of a neurodidactic strategy for the development of mathematical logical thinking in seventh-grade students, thus addressing a topic of relevance in the current educational environment. The main objective was to evaluate the impact of this strategy on the development of specific cognitive skills. The sample consisted of 24 seventh-grade students from the El Angel Educational Unit, selected by simple random sampling. A pretest-posttest design with a single group was applied to evaluate the effect of the strategy, collecting data through exploratory surveys, pretest and posttest tests, and evaluations of the implemented strategy. A mixed research approach was used to obtain a complete understanding of the phenomenon studied. The results revealed significant progress in several dimensions of mathematical logical thinking after the implementation of the strategy, supporting its effectiveness. Evaluation of the strategy by experts in the educational field also highlighted its value in promoting meaningful learning and the development of cognitive skills in students. This study contributes to the body of knowledge on the integration of neuroscience in education and highlights the importance of adopting evidence-based pedagogical approaches to improve academic achievement in mathematics. [ABSTRACT FROM AUTHOR]

The development of logical-mathematical relationships in the high school sublevel contributes to the students' future performance by developing imaginative thinking to solve problems and interpret the surrounding environment. The research process was carried out based on the foundations of the mixed approach, with an explanatory level and pre-experimental design, with the objective of founding a system of didactic games for the development of logical-mathematical relations in students of the high school educational sub-level in the Educational Unit off the Millennium José de San Martín, Los Ríos, Ecuador, in the 2023-2024 school year. The diagnosis of the level of development of logical-mathematical relations in students of the sample, in the initial stage of the research, revealed difficulties related to basic temporal and spatial notions, the notions of quantity and measurement, as well as in establishing order, addition and subtraction relations, with the use of concrete material. The system of didactic games designed constitutes an ordered set of components of a ludic nature with the purpose of developing logical-mathematical relations in high school students. The evaluation of the relevance of the system of didactic games made it possible to demonstrate the relevance of the proposal and its significant contribution to the development of logical-mathematical relations in students of the high school educational sub-level, manifested in the skills achieved by the students to perform mental operations whose result is the acquisition of notions and concepts from the sensoperceptions, in the system of interrelations with the environment that surrounds them. [ABSTRACT FROM AUTHOR]

The mastery of mathematics becomes inevitable, due to the very need to offer solutions to problems of different kinds and contexts. Their learning helps the development of thinking in different ways, from being orderly, to looking for and trying different ways of solving a given problem. The objective of this research is to develop a didactic strategy to improve the mathematical reasoning of third-year students of the basic elementary education of the Unidad Educativa Mundial. The study was carried out from a multimethodological or mixed approach and with a descriptive character of the research and convergent design. The research, carried out in three stages, allowed an adequate development of all aspects foreseen its design, facilitating a greater organization and control of each aspect in an orderly way, with the expected quality and in the expected time. The initial diagnosis served as the basis for determining the actions and main strategies to be implemented as part of the research. The didactic strategy implemented to improve the mathematical reasoning of third-year students showed a high effectiveness in solving the difficulties presented. A positive transformation was evidenced in the main indicators studied, showing the capacity of the strategy to provide solutions to the problems identified. The consultation of the experts, in relation to the didactic strategy, offered positive criteria in relation to all its elements. In this sense, all aspects achieved satisfactory results that supported the application. [ABSTRACT FROM AUTHOR]

At a global level, the implementation of methodological strategies for the development of skills in calculus with magnitudes in the third year of Basic General Education is revealed as a crucial need to enhance global mathematics education. In this sense, this research is carried out, to develop effective methodological strategies that enhance the learning and mastery of skills in calculation with magnitudes in students of the third year of Basic General Education of the Mariano Barona Fiscal Educational Unit. The research process developed was multiple, allowing the efficient analysis of qualitative and quantitative aspects, as products of the nature of the study in question. Different methods were used, such as Historical – logic, Analysis – synthesis, Hypothetical – deductive, Modeling, Documentary review, Observation, Content testing, Semi-structured interview, Rubric, and Expert criteria. It was developed in three stages, starting with the diagnosis of the current situation, the proposal of strategies, and the evaluation of effectiveness, as well as the expert criterion. The implementation of the methodological strategy evidenced effectiveness in the main aspects analyzed in the research. [ABSTRACT FROM AUTHOR]

Educational assessment in elementary education can be an effective tool for transforming traditional pedagogical practices by promoting more meaningful learning adapted to the individual needs of students in a dynamic and constantly evolving educational context. This study investigates the impact of educational assessment on the academic performance and motivation of students in the fourth year of Elementary General Basic Education in a rural Ecuadorian educational unit. Deficiencies were identified in traditional evaluative practices, which focused on memorization and did not encourage critical thinking and creativity. A formative evaluation strategy was designed and implemented based on playful and participatory activities, such as role-playing, contests, and field expeditions, focused on self-evaluation and feedback. The sample included 20 students, 7 teachers, and a director of the Intercultural Bilingual Educational Unit "Hercilio Pianchiche Orejuela". Pretest and posttest results were compared using nonparametric tests, which provided statistical evidence of significant improvements in students' motivation and academic performance, with a notable increase in the "Consistent" and "Advanced" levels. The expert evaluation validated the feasibility, relevance and flexibility of the strategy, with a concordance coefficient of 0.9, although improvements in gamification and the use of local materials were suggested. The study concluded that the implementation of innovative and participatory educational assessments can significantly improve students' motivation and academic performance. [ABSTRACT FROM AUTHOR]

The game represents a didactic tool that significantly enriches mathematical learning in the second year of Basic General Education. Through the game, an attractive learning environment is created that affects the ability to apply knowledge creatively and effectively. The present research aims to design a system of activities based on the game for the development of numerical thinking in second-year students of the Juan León Mera Basic Education School. The research uses a mixed approach, combining qualitative and quantitative methods. A system of activities based on the game was designed for the development of numerical thinking in the second year of EGB. The implementation of the proposal was carried out on 32 students in the second year of the Juan León Mera Basic Education School. The results allowed to verify that the system of activities based on the game promoted the development of numerical thinking in second-year EGB students. In the conclusions of the study, quantitative growth was evident in the results obtained before and after implementing the system of activities proposed in the research. [ABSTRACT FROM AUTHOR]

The implementation of ludic approaches in the teaching of mathematics has generated a growing interest due to its potential to improve learning and academic performance in this discipline. The objective of this study was to design a system of ludic tasks for the development of mathematical problem-solving skills in sixth grade elementary school students. The sample consisted of 43 sixthgrade students of the Luis Alfredo Noboa Icaza Educational Unit during the 2023-2024 school year, divided into an experimental group (n=22) and a control group (n=21). A combination of classroom observation, pre-and post-tests, validation by expert criteria and statistical analysis was used, including the Mann-Whitney U test. The results revealed that the experimental group experienced significant improvements compared to the control group in terms of cognitive, procedural, and attitudinal skills related to mathematical problem-solving. The implementation of playful activities such as the "Math Treasure Hunt" and the "Math Problem Challenge" fostered a stimulating educational environment that promoted active participation, collaboration among students, and the practical application of mathematical concepts. These findings suggest that the integration of playful tasks in the curriculum can be an effective strategy to improve mathematics learning at the elementary school level. [ABSTRACT FROM AUTHOR]

The learning of calculus with natural numbers constitutes the basic nucleus on which the mathematical knowledge and skills to be assimilated by the schoolchildren are built. The objective of the present work consisted of proposing a learning strategy based on games for the development of written calculation skills of addition and subtraction of three- and four-digit numbers in fifth grade students of the General Basic Education school Sergio Núñez, in Ecuador. An explanatory type of research with a pre-experimental design was carried out under the conditions of the school teaching-learning process. The characterization of the level of development of the written calculation skills of addition and subtraction of three- and four-digit numbers in the initial stage of the research showed insufficiencies in addition and subtraction, which is based on the insufficient command to identify and solve the corresponding basic exercise, to apply the succession of indications of algorithmic character, as well as the non-systematic application of control procedures. A strategy was designed and implemented to guide the teacher's activity by means of game-based learning activities as a method in the teacher's micro-curricular planning. The validation of the strategy elaborated by means of expert criteria and the application of a post-test to the students allows demonstrating its internal validity, endorsing its relevance to promote the acquisition of knowledge and the development of higher cognitive abilities in the students. [ABSTRACT FROM AUTHOR]

The development of skills and abilities to solve mathematical problems is essential for 4th year students of Basic General Education (EGB). Effective methodological strategies can significantly improve mathematics learning and prepare students to successfully face academic and real-life challenges. The objective of this research is to design a teaching guide to improve the development of skills and abilities in solving mathematical problems in 4th EGB students in the “Julio Peña Bermeo” Private Educational Unit. The research employs a mixed approach, combining qualitative and quantitative methods to collect and analyze data. Interviews were conducted with teachers and education experts about the development of skills and abilities for solving mathematical problems. The research provided teachers with a teaching guide that allowed them to improve the didactic way of teaching content. The experimental results show a significant increase in the development of skills and abilities for solving mathematical problems after the research was implemented. [ABSTRACT FROM AUTHOR]

As part of Basic General Education, sixth-grade students must develop the skill of division. However, in the Ecuador Educational Unit, deficiencies have been identified in the level achieved by students in this skill. This research aims to develop a teaching strategy based on digital resources for learning division in sixth-year students. The proposed strategy was developed in three fundamental stages: diagnosis, implementation, and evaluation of the results. The intervention was carried out at the Ecuador Educational Unit. The sample used consisted of 29 students of said educational level and the collaboration of 6 teachers. Qualitative and quantitative methods were used to evaluate the impact of the proposed teaching strategy. After implementing the strategy, the main results revealed significant improvements in the development of division skills. The present research demonstrates the correlation between the proposed strategy and the development of the division ability of sixth-year students in the Ecuador Educational Unit, which represents a significant contribution to the educational field. [ABSTRACT FROM AUTHOR]

The improvement of mental calculation skills in sixth-grade students of basic general education (EGB) is a pressing need given the importance of these competencies in the academic and everyday environment. This study addresses this problem through the implementation and evaluation of a methodological strategy designed to enhance these skills. The main objective is to investigate the impact of this intervention on the development of mental arithmetic skills. The sample consisted of two groups: an experimental and a control group at the Basic Fiscal school Humberto García Ortiz during the period 2023-2024. The strategy was implemented over a defined period of time, using a variety of practical activities, including project-based learning sessions, collaborative learning, gamification and problem solving. Pre-test and post-tests were used to assess student progress, as well as Student's t-test to compare differences between groups. The results revealed significant improvements in mental calculation accuracy and speed in the experimental group compared to the control group. These findings suggest that the methodological strategy implemented was effective in improving mental arithmetic skills in sixth-grade students. [ABSTRACT FROM AUTHOR]

Gamification as a teaching method is becoming increasingly important in education. It is recognized that it facilitates student participation, which favors higher levels of freedom and learning from mistakes, in an environment of satisfaction. In mathematics teaching, it is presented as a strategy to improve motivation and learning, as well as the development of key skills and competencies. The present research evaluates the effectiveness of gamification in mathematics learning in fifth-grade students of the Luis Pauta Rodriguez educational unit. It is based on the mixed approach, which allows the triangulation of information, from a descriptive-explanatory scope. It was carried out through three fundamental phases: diagnosis, strategy development, and validation. The diagnosis allowed knowing the students' performance, as well as the teacher's skills and the possibilities of using gamification for the development of learning. The strategy showed effectiveness in the main aspects analyzed in the research. The analysis of the final results in comparison with those obtained at the beginning of the research shows an important positive transformation, by having an impact on the performance and performance of the students in the activities. The consultation with experts evidenced favorable criteria in all aspects; the understanding of the coherence and quality of the design was verified, as well as its correspondence with the topic addressed. [ABSTRACT FROM AUTHOR]

In the educational field, the application of neurodidactic strategies focused on emotions is presented as an innovative and effective approach to promote emotional development in students from 8 to 10 years old in the Cumana Educational Unit belonging to the Fifth year of basic education. These strategies are designed to stimulate emotional intelligence through guided practice and reflective feedback, with the aim of promoting the acquisition of essential emotional competencies. By integrating techniques that focus attention on emotions and promote emotional self-regulation, deeper and more meaningful learning is facilitated, preparing children to effectively manage their emotions in the current educational context. The children in this educational center exhibit negative behaviors, such as fights between classmates and lack of concentration in the activities directed by the teacher, among other challenges. These problems were the main reason that motivated this investigative study to be carried out. In this study, a mixed methodology was used that included diagnostic tests, interviews and observations to evaluate the emotional progress of students and design specific emotional modulation strategies. The results confirm that there is a lack of coexistence skills due to deficiencies in education. emotional. In response, it is suggested to develop a guide to educational strategies that includes activities aimed at teachers responsible for children's learning. These children will be the main beneficiaries, since they will be able to improve their interactions with their peers and, therefore, improve the coexistence environment in the classroom. In addition, it is expected that both parents and students will benefit from this proposal. The guide will help improve the direction of the teaching-learning process, which in turn will contribute to a more positive and productive school environment. This initiative is key not only to address the emotional and social needs of students, but also to strengthen collaboration between parents, teachers and students, which has the potential to significantly improve the quality of education and well-being. general of the students. [ABSTRACT FROM AUTHOR]

The integration of digital didactic resources in the area of Social Studies represents an innovation in the educational field, especially in basic education, where it seeks to promote a more interactive and meaningful learning. With the purpose of evaluating the impact of this integration in the fifth year of EGB, a quasi-experimental study was carried out in the José Miguel García Moreno Educational Unit. The sample consisted of 60 students, divided into an experimental group (n=30) and a control group (n=30). Six teachers from the Social Studies area also participated. A mixed approach was used to obtain a complete picture of the effects of the intervention. An intervention plan, validated by experts in education and technology, was designed to integrate digital resources into the curriculum. Diagnostic and final tests were conducted to assess students' knowledge before and after the intervention, with specific indicators aligned with the national curriculum. In addition, interviews and focus groups were conducted with teachers and students. Data were analyzed using descriptive analyses, contingency tests and Kendall's Tau-b for quantitative data, while qualitative data were analyzed using thematic analyses. The results revealed a significant improvement in students' academic performance in the post-test after the intervention with digital resources. Both teachers and students expressed a positive perception towards the integration of these resources in the teaching-learning process. [ABSTRACT FROM AUTHOR]

This study about the evaluation of academic performance is to understand the factors that influence during the learning process. The objective is to identify the evaluation process and its impact on school performance in natural sciences, examining the contributions of educational research to improve these processes. A sample of 25 students from the sixth year of the President Jaime Roldós Aguilera School in the Huaquillas canton. The research was carried out through surveys directed at students and interviews with the teacher and the director of the institution. This made it possible to collect information for an analysis that aimed to understand how the natural sciences subject is taught, how students absorb it, and what teaching resources are used. The results of the survey show that a significant number of students experience difficulties in the subject, despite the use of various teaching resources and pedagogical strategies by the teacher. Objective tests are used to evaluate the learning process, but deficiencies in supervision and monitoring at home are identified as possible factors that affect academic performance. It was proposed to establish proposals to improve the academic performance of students. Feedback, review and group work strategies are also mentioned as measures to improve performance. In addition, teaching resources such as the workbook and direct observation (by teachers) are mentioned as important tools for learning in the classroom. [ABSTRACT FROM AUTHOR]

The development of interdisciplinary projects in basic elementary education constitutes a decisive factor in the comprehensive training of students, in the face of a challenging world that poses complex problems that cannot be addressed from the knowledge of an isolated discipline, but requires the exercise of interdisciplinary practices. The objective of this study was to propose methodological strategies focused on the design, planning and evaluation of interdisciplinary projects in basic elementary education. The sample consisted of 5 teachers and their groups of second-year basic students from an urban school in the city of Milagro. Research methods and techniques were used that included interviews with teachers, surveys of students, review of school documents, curricula, methodological guides, as well as the validation of the proposal by a panel of experts in interdisciplinary projects, active teaching-learning methodologies and Collaborative learning. The results revealed the existence of significant challenges in the design and execution of interdisciplinary projects in basic elementary education, including the difficulty in achieving authentic integration of areas in the conception of such projects. The methodological strategies incorporated principles of constructivism, active methodologies, collaborative learning and development of cognitive skills. The expert evaluation highlighted the relevance of the proposal and the suitability of the methodological guidelines. This study sheds light on the importance of offering methodological guidelines to teachers for the design and implementation of interdisciplinary projects in basic elementary education and offers a comprehensive strategy supported by theoretical categories such as constructivism, complex thinking and active methodologies, to improve the implementation of interdisciplinary projects at the basic elementary sublevel. [ABSTRACT FROM AUTHOR]

The integration of digital tools in teaching is a topic of growing relevance in the educational field. The objective of this study was to design and evaluate a system of actions aimed at strengthening the teaching-learning process in the area of Language and Literature, through the use of the potential offered by digital tools. The sample comprised 18 teachers and 64 third grade students of the Ciudad de Ibarra Educational Unit, during the 2022-2023 academic period. A mixed approach was employed, combining quantitative and qualitative data collection, as well as evaluation by expert judgment. The results revealed a diverse level of competence in the use of digital tools by teachers, and a varied experience of students in school digital activities. A system of actions was designed that included activities such as online reading, interactive exercises and videoconferences. The evaluation by expert criteria showed that the proposed actions were coherent with pedagogical principles, curricularly relevant and effective in improving the teaching-learning process. Despite the challenges identified, such as the need for ongoing training, this study underscores the importance of technology integration in education and its potential to enrich the learning experience of students in the area of Language and Literature. These findings contribute to the growing body of knowledge on the successful implementation of digital tools in the educational context. [ABSTRACT FROM AUTHOR]

Motivation adopts a central position in the process of teaching Language and Literature, by allowing students to recognize, from their motivational intentions, why and what for they learn. The objective of this research is to develop a program of activities based on gamification with digital tools to enhance the motivation for learning Language and Literature in students of the second year of general basic education of the school Soldado José Díaz, Chacras, Arenillas, Ecuador, in the school year 2023-2024. A descriptive and explanatory research with experimental design was developed. In the characterization carried out in the first stage of the research process, limitations were identified regarding the motivational orientations to receive, understand, interpret and respond to messages, and insufficient motivational orientations to read and understand written texts. The program of activities based on gamification to enhance motivation for learning Language and Literature was designed as a resource to be used in the teachinglearning process, so its structure determined the following components: objective, activities, resources and scenarios, assessment and feedback. The research process developed allows us to affirm conclusively that the implementation of a program of activities based on gamification is effective in enhancing the motivation for learning Language and Literature in students in the second year of General Basic Education. [ABSTRACT FROM AUTHOR]

Currently, improving student learning in topics related to social studies represents a challenge for educators. However, it is evident in many cases that the necessary conditions for the effective development of skills, abilities, and creativity do not exist. Taking into account the above, the present research aims to develop a methodology that implements didactic strategies with the use of digital resources to improve the learning of social studies in children in the eighth year of Basic General Education. The research was carried out through a mixed-type development study, combining qualitative and quantitative approaches of a pre-experimental type. 32 eighth-grade students from the El Playón Educational Unit participated in the implementation. The study analyzed how the integration of technology in the classroom can improve the understanding and retention of key concepts in this subject. The results suggest that didactic strategies with digital resources increased student interest, allowed the exploration of content in an interactive way, and promoted meaningful learning. In conclusion, the methodology developed for the implementation of didactic strategies using digital resources to improve the learning of Social Studies in eighthgrade students of General Basic Education included five key stages:1)Diagnosis and training, where the technological needs of teachers were assessed, and the learning styles of the students were identified; 2)Selection, evaluation, and adaptation of digital resources, ensuring that the resources were tailored to the specific characteristics of the students;3)Selection of didactic strategies, designing activities based on learning styles and subject content;4)Implementation, ensuring access to technology in classrooms and overcoming access limitations; and 5)Evaluation and analysis of results, measuring the impact on learning and adjusting the methodology according to the results obtained. [ABSTRACT FROM AUTHOR]

Digital resources and tools are fundamental for the development of temporo-spatial skills in eighth grade students of basic general education, facilitate the understanding of the historical, geographical and intercultural world, and foster critical thinking and informed citizen participation. This study aims to develop a methodological strategy based on digital resources to improve these skills, integrating them effectively into the curriculum design and specific pedagogical strategies. The SeDInER methodological strategy (careful selection of digital resources; design of interactive activities; integration of collaboration and communication tools; formative assessment and personalized feedback) was designed through a system of activities ranging from the selection of digital resources to the integration of collaboration and communication tools, including formative assessment and personalized feedback. The implementation of the SeDInER strategy in eighth grade students of the PASA educational unit had a positive impact on academic performance in the area of social studies. It is concluded that the use of digital resources in the classroom improves comprehension and retention of information, and promotes a more critical and reflective approach, which contributes significantly to the integral development of students. [ABSTRACT FROM AUTHOR]

The active participation of families in the pedagogical support of students is crucial for their academic success. The objective of this study is the elaboration of a manual of good practices to strengthen the pedagogical accompaniment of the family in the fulfillment of homework by students in the fourth year of general basic education (EGB). The sample consisted of 20 students in the fourth year of a multigrade school, with representatives of their 12 families and a teacher. A single-group quasi-experimental design was used, combining student and family surveys, teacher interviews and documentary analysis. This is a mixed type of study, since qualitative and quantitative elements were combined, which made it possible to better understand in depth the importance of pedagogical support to the family for the fulfillment of school duties in students of the fourth year of EGB. Methods used were interviews with families and fourth grade students of the Héctor Lara Zambrano school, systematic observation, and specialists' criteria. Mathematical statistics with percentage analysis were also used. The results revealed significant improvements in family pedagogical accompaniment and homework fulfillment after the implementation of the manual. [ABSTRACT FROM AUTHOR]

The teaching of geometry is highly relevant, as it is a fundamental pillar in the cognitive and mathematical development of students. The use of different educational and innovative tools in the teaching-learning process of geometry is a fundamental way to improve students' performance, while promoting their motivation and participation. In this sense, a didactic guide based on GeoGebra was developed to improve the teaching-learning process of geometry in sixth-year students of Basic General Education in the 17 de Julio Educational Unit. The research is carried out from a mixed approach, and is considered descriptive-explanatory, in which different methods were used, such as: Historical – logical, Hypothetical – deductive, Analysis – synthesis, Modeling, Document review, Observation, Content testing, Interview, Rubric, as well as the Expert Criterion. It was carried out, through three fundamental steps, in which the diagnosis of the teaching-learning process of geometry was developed, allowing the identification of different problems, which served as the basis for the proposal and development of a didactic guide based on GeoGebra. All of this allowed us to determine the role of GeoGebra in the teaching-learning process of geometry, evidenced through the transformation of the problems identified. The expert opinion allowed a positive diagnostic impression in relation to the guideline, in terms of implementation capacity, objectivity, relevance, and coherence. Therefore, the favorable results obtained are recognized. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze the process of strengthening multiplication skills in fifthyear students of the “José de la Cuadra” school in the city of Guayaquil, considering that, in the current complex context of education, strengthening these skills is conclusive. A mixed methodology was used, combining theoretical methods to understand mathematical skills and empirical methods to obtain direct information about the learning of multiplication in these students. In turn, the pedagogical approach was based on problem-based learning (ABP), complemented with other active methodologies that promote participation and critical thinking. It is worth mentioning that this strategy not only seeks to improve mathematical understanding but also develop skills. problem solving in real contexts. In addition, the proposal was validated by education specialists, who supported the relevance and effectiveness of the proposed pedagogical approach to strengthen multiplication skills. Finally, the results demonstrated a significant improvement in teaching and learning multiplication, thanks to the implementation of active and participatory methods. The application of ABP proved to be especially effective, highlighting the importance of innovative approaches in mathematics teaching. This study highlights the relevance of adapting pedagogy to contemporary needs, thereby ensuring a robust and meaningful mathematics education for students. [ABSTRACT FROM AUTHOR]

The relationship between school and family, as educational agents, is fundamental for the development of all dimensions of the human being. This relationship is favored by the use of new information and communications technologies, especially in rural areas where the family does not have the time to attend the educational center regularly and their participation in educational activities is limited by remoteness. The objective of the research carried out was aimed at proposing and scientifically validating a strategy to strengthen the school-family bond through digital social networks of pedagogical collaboration in Basic General Education in rural areas. The research process was based on the mixed approach, developing an explanatory study. The initial diagnosis allowed us to infer that there is limited family-school collaboration, as well as the need for new mechanisms that link educational institutions with the family in order to reinforce the work of institutional education. The strategy to strengthen the school-family bond through digital social networks was conceived as the set of actions carried out by the teacher through virtual environments, in order to facilitate the support and participation of the family in the formation of the students. The results obtained made it possible to summarize that the implementation of the strategy contributes significantly to strengthening the school-family bond. [ABSTRACT FROM AUTHOR]

This study investigated the impact of gamification in the Gloria Gorelik Educational Unit (UE), of Basic General Education in Ecuador. Participants were 30 third-year students who used tablets and digital learning lessons to learn mathematics through gamified activities. The study included gamified conditions with competitive, adaptive and collaborative activities, which were integrated into the EU curricular plans under study. The results indicate that this strategy contributed to improving student performance. Four different types of gamified learning activities were implemented: competitive, collaborative, adaptive, and problem-based. It was observed that students showed preferences for different types of gamification, which highlights the importance of adapting strategies to individual needs. The results mainly showed the superiority of the competitive gamification activity, compared to other activities. The lowest results were obtained for problem-based learning. Likewise, it was concluded that gamification alone does not guarantee an increase in academic performance, but rather the key to success lies in the careful combination of game elements to achieve an effective balance in the educational process. contributed to improving student performance. Four different types of gamified learning activities were implemented: competitive, collaborative, adaptive, and problem-based. It was observed that students showed preferences for different types of gamification, which highlights the importance of adapting strategies to individual needs. The results mainly showed the superiority of the competitive gamification activity, compared to other activities. The lowest results were obtained for problem-based learning. Likewise, it was concluded that gamification alone does not guarantee an increase in academic performance, but rather the key to success lies in the careful combination of game elements to achieve an effective balance in the educational process. [ABSTRACT FROM AUTHOR]

The teaching-learning process of multiplicative combinations becomes a challenge. The objective of the study was to design teaching strategies for the teaching-learning process of multiplicative combinations of fourth-year students of Basic General Education. The methodology was based on the mixed approach, on descriptive, explanatory, or causal research, using bibliographic, statistical, and analytical – synthetic methods. The population was made up of 106 students, who participated in the application of the survey, in the two pretest and posttest study phases. The teaching strategy Play and learn multiplicative combinations was implemented through the implementation of six activities. A high percentage classified themselves as having a divergent learning style due to their preferences for or with creative and innovative activities. The students answered that teachers prefer the use of videos and online games. The results determined a significant association between the posttest and the benefits of the strategies in the teaching-learning process of multiplicative combinations when integrating creative, motivating, and innovative strategies. It is concluded that the proposal helped the development of school motivation and interest of students in learning mathematics by encouraging participation, technological resources, and recreational activities. [ABSTRACT FROM AUTHOR]

Dysgraphia is one of the greatest difficulties in school, reflected in students who, without having some type of disability, cannot develop writing skills adequately. This situation is recurrent in classrooms, but it is naturalized as an academic disinterest associated with poor academic performance, not as a problem whose causes must be detected in order to solve them. The objective of this research is to define a strategy that contributes to the improvement of the quality of learning through early diagnosis of dysgraphia in students in the fourth year of basic general education at the Francisco de Orellana Educational Unit. To carry out the research, the Test of Written Language Fourth Edition (TOWL-4) was applied, a psychological reagent that allows us to know the different spelling disorders and the parallel problems that these disorders cause. With this diagnosis, the presence of dysgraphia combined with dysorthography has been identified in the classrooms, which is why the development of a flexible, objective, systemic, problematizing, updated, formative and participatory strategy is proposed. The strategy includes the training of teachers and parents, who will be responsible for supervising and supporting these activities for a comprehensive approach to student development. [ABSTRACT FROM AUTHOR]

A quasi-experimental study with a control group was carried out in the Ecuador Antarctic school to investigate the impact of a didactic guide designed to promote motivation in the learning of mathematics in third grade students. The sample consisted of 93 students, divided into an experimental group (n=34) and a control group (n=27). The experimental group received classes using the didactic guide, while the control group followed the standard curriculum. Exploratory surveys were conducted with teachers and students to understand the problem and an initial diagnostic evaluation was carried out. The didactic guide, "Exploring the World of Mathematics", included practical and playful activities designed to improve motivation and align the contents with the curricular standards. Statistical tests such as the Mann-Whitney U test and the Wilcoxon test were used to compare motivation scores between groups and to evaluate the evolution within the experimental group. Qualitative feedback was collected from teachers through a questionnaire at the end of the strategy implementation. The results showed a significant improvement in intrinsic and extrinsic motivation, as well as in academic performance, in the experimental group compared to the control group. The didactic guide was well received by the teachers, who highlighted its usefulness and effectiveness in the classroom. [ABSTRACT FROM AUTHOR]

Mathematics is an important skill that all students should have the opportunity to learn. Using effective teaching methods and creating a positive learning environment helps students succeed in mathematics. In this study, we worked with a sample of 60 third-year students of Basic General Education from the Buena Esperanza Educational Unit in Ecuador. They were distributed into two groups: experimental and control. An educational intervention was carried out where the experimental group of 30 students was trained; the intervention was focused on developing students' logical reasoning. The results showed that children who trained their logical reasoning made more progress in mathematics than a control group that did not receive this training. It was observed that the students' learning was effective, their motivation and participation were high during the intervention. The teachers found the proposed strategy viable. According to the opinions of the teachers and experts consulted, the strategy has been described as easily applicable, fun and effective. [ABSTRACT FROM AUTHOR]

Learning language means developing communicative skills, for the student to identify the intention of different types of texts, and for the student to be able to understand and produce texts. The objective of this research is to propose methodological strategies to improve the teaching-learning process of Language and Literature in the seventh grade of the Leopoldo Lucero School, through the effective implementation of motivating academic activities. The research has a mixed approach with a descriptive and bibliographic and field scope. Theoretical methods such as analytical-synthetic and inductive-deductive methods were used: among the empirical methods, observation and survey, and among the statistical methods, percentage analysis. The results show that there are students in the seventh year of basic education who have difficulties in developing communicative skills, understanding and producing texts, expressing themselves orally, among other essential skills in learning Language and Literature. It is concluded that it is necessary to implement active and motivating methodological strategies that help the student develop these skills. For this reason, methodological strategies are proposed for learning Language and Literature in the seventh year of basic education that contribute to the strengthening of comprehensive reading, creative writing, orality and attentive listening using verbal and non-verbal language. [ABSTRACT FROM AUTHOR]