Efecto del aprendizaje lúdico en las respuestas emocionales del estudiantado de primaria hacia las matemáticas

Karla Nereyda Romero-Félix

doi:10.46642/efd.v31i337.8779

Karla Nereyda Romero-Félix Instituto Tecnológico de Sonora (ITSON) https://www.scopus.com/authid/detail.uri?authorId=58704366000 https://orcid.org/0000-0002-6566-214X

DOI: https://doi.org/10.46642/efd.v31i337.8779

Abstract

Objective: To evaluate the effect of a playful mathematics program on the emotional response linked to mathematical learning among lower elementary school students in Cd. Obregón, Sonora. Methodology: A quasi-experimental longitudinal design with explanatory scope was used. The sample consisted of 128 students in physical education classes in the first (46.1 %) and second (53.9 %) grades of an elementary school in Cajeme (41.1 % female, 58.9 % male). A specially designed survey was used to measure emotions toward mathematics. The program consisted of two 50-minute weekly sessions over two trimesters, using the Calcukit educational mat and the gymkhana teaching strategy for cognitive-motor challenges. Statistical analysis: to analyze the differences between two samples related to categorical variables with more than two levels, the Marginal Homogeneity Test (HM) was applied (p<.05). Results: Significant differences were found in the students' emotions towards mathematics in the pre- and post-tests (χ²(3) = 14.85; p<.001), indicating that the playful mathematics program had an effect on emotions. Conclusion: By integrating movement with logical mathematical thinking, enjoyment increased from 39.8 % to 89.1 %, and anger was completely eradicated.

Keywords: Fun math, Fun learning, Emotions, Physical Education, Basica education, Gymkhana

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