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The development of calculus skills in addition and subtraction in General Basic Education is essential for the mathematical education of students, as it ensures the basis for more complex operations. The research used a mixed approach, explanatory level and pre-experimental design with pre-test and post-test, with the objective of basing a ludic strategy for the development of addition and subtraction calculation skills in third year students of General Basic Education of the Educational Unit “Domingo Faustino Sarmiento Sarmiento”, province Tungurahua, Ecuador, in the school year 2024-2025. In the empirical characterization it was evidenced that most of the students presented significant difficulties in the development of addition and subtraction calculation skills, which were more noticeable in the application of the commutative property, numerical decomposition and problem solving. The ludic strategy was structured in six stages, beginning with motivation and orientation and ending with an evaluation that includes feedback. The proposed actions encourage active and student-centered learning, in addition to prioritizing the use of participatory and concrete methods that are appropriate to the student's cognitive level. In the validation of the recreational strategy, a significant improvement in the development of addition and subtraction calculation skills was evidenced. The comparison of the pre-test and post-test showed an increase in the percentage of students who reached the levels of sufficient and very sufficient. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biomédica: Revista del Instituto Nacional de Salud is the property of Instituto Nacional de Salud of Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Investigación en Ciencias Sociales is the property of Universidad Autonoma de Asuncion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Con-textos Kantianos: International Journal of Philosophy is the property of Con-Textos Kantianos (CTK) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Educación e Investigación en Emergencias is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sinergia Académica is the property of Editorial Tecnocientifica Americana (ETECAM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The perspective of Science, Technology and Society has been making great contributions in the field of research, considering its application in formal and non-formal teaching spaces. This may contribute to the promotion of scientific literacy, in the students' motivation to learn certain subjects, and in the subject's integral formation. The present work aims to understand the difficulties related to the interaction between sts education and the subject of Chemical Kinetics in the point of view of the students of the Chemistry program. The research participants were students of the Chemistry program at uern, central campus, at Mossoró, rn. The data collection instrument used was interviews with the students. After the data was collected, it was analyzed following Bardin's content analysis. The analysis of the interviews performed with the students allowed us to notice that the sts approach is seen by the students as a perspective that contributes to student protagonism, citizen formation, and the development of critical thinking. However, it is interesting to stress that these students appear to have a positivist and neutral about Science and Technology, which is characterized by thoughts geared towards the model of technocratic decisions. [ABSTRACT FROM AUTHOR]

This paper analyzes the conceptual confluence between the Kantian vision, the Magisterium of the Church and the Venezuelan Constitutional Order on the concepts of human dignity and human rights, with the purpose of offering a critical reflection on what these categories represent in the social, political, juridical and religious spheres. Historically, this conceptualization has been based on the transcendental proposal of the Kantian moral philosophy, where the human being, in the company of his fellow men, cooperates to build a society based on moral principles, seeking a fair and equitable coexistence and guarantor of fundamental rights. In this context, the Catholic Church, through its Social Doctrine, has promoted human dignity, considered inherent to every person, which can neither be granted nor lost, since man is God's creation and bearer of a specific purpose in life. In the Venezuelan scenario, human dignity is constitutionally guaranteed, although the social crisis has compromised its effectiveness, affecting the scope and protection of elementary rights. This is a qualitative study, where metasynthesis was used as a technique of theoretical interpretation for the condensation of arguments, serving as a basis for creating the proposed analysis. It is concluded that it is not possible to achieve significant improvements in human rights as long as there are no internal and external changes in the global and Venezuelan society, validated by the intrinsic dignity of individuals. [ABSTRACT FROM AUTHOR]

Objectives: To describe the prevalence and characterize gestational anemia in women attending prenatal care in the department of Quindío, Colombia, and to identify associated risk factors. Material and methods: An analytical crosssectional study was conducted. Out of 1,003 pregnant women, 307 were selected. The study included pregnant women aged 18 years or older who attended a prenatal care program at three high-complexity private institutions in Armenia (Quindío, Colombia) from 2018 to 2023, providing a five-year observation window. Pregnant women with a diagnosis of fetal malformations and hemolytic disease, those who changed healthcare centers, or moved out of Quindío were excluded. Results: The mean age of the participants was 28.14 ± 5.27 years. The prevalence of gestational anemia was identified as 26.38 %, with an average hemoglobin level of 9.82 ± 1.74 g/dL. Of these, 12.37 % had hemoglobin levels of 10.1-10.9 g/dL (mild anemia), 8.46 % had levels of 7.1-10.0 g/dL (moderate anemia), and 5.53 % had levels below 7.0 g/dL (severe anemia). In the third trimester, the prevalence of anemia increased to 41.97 % (n = 34/81), with 91.35 % (n = 74/81) of cases being iron-deficiency anemia. A BMI of < 18.5 (OR: 15.46; 95 % CI: 7.13-28.59), multiple pregnancy (OR: 9.73; 95 % CI: 1.49-26.83), and a history of pregestational anemia (OR: 7.43; 95 % CI: 4.52-9.13) were associated with gestational anemia. Conclusions: The prevalence of gestational anemia is over 25 % and increases in the third trimester. It is important to identify risk factors during preconception evaluation and prenatal care. [ABSTRACT FROM AUTHOR]

The objective of the research is to analyze various bibliographic contributions in which the relationship of information and communication technologies (ICT) with the gamification process is identified to benefit a virtual learning community. The methodology used is based on the analysis of literary review. Categories were established to clarify the relationship of the main concepts, highlighting relevant aspects in the evolution of technologies and the way in which they led to the inclusion of innovative strategies, in order to enhance the teaching and learning process. As a result of the bibliographic review, a strong relationship between ICT and gamification in the educational field was determined, due to the evolution of resources that have emerged over time to connect the student more with their learning. It was concluded that gamification can be progressively incorporated into educational experiences, and that, apart from having components based on game mechanics, it can be a highly considered element in teaching, as a strategy that motivates students to engage more. with your learning. In addition, it was determined that a favorable level of knowledge of the teacher is required in relation to emerging technologies to propose scenarios that challenge the student in a virtual community. [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]

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