Methodological techniques for working on non-conventional measures of mathematical length in children and primary

Abstract

Based on the problem-based and game-based learning methodology, this work has the general objective of working on length contents in the geometry subject for the first year of primary education. It is intended to address the active and dynamic learning of students through the manipulation of unconventional materials when posing problems to be solved. It is proposed to work on the contents, skills, attitudes, and group work. The development of the process is related to other elements of the language area because it uses communication skills. The first part refers to an extensive bibliographical review of the literature and as a basis for the construction of the theoretical framework of the present investigation. Through the review of the literature, the problem-based learning methodology was deepened. Likewise, the game as a tool for active and dynamic learning, which is also part of the design of the proposal made. Next, the elaborated intervention proposal, objectives, relationship between the contents, evaluation criteria, evaluable learning standards, competences, the temporal distribution, and the distribution of the activities are presented. Finally, it has been concluded that the problem-based learning methodology, when applied in this proposal, can allow the student an experience that creates shared knowledge through dynamic and active learning through the teacher's guidance when using unconventional games and materials. since the participants are protagonists of the creation of their own knowledge.