The Strategies of Playful Teaching as a Tool of Quality for the Improvement of School Performance and the Equity of Students of the Higher Level

Abstract

This research focuses on the mistakes made by the student "solving mathematical problems" in the teaching-learning process and is aimed at diagnosis, analysis and strategies to correct them in students who are in the first grade of high school " Oxkutzcab ", belonging to the municipality of Oxkutzcab (rural and indigenous region) of the state of Yucatan, Mexico. The research was a type of explanatory study, quasi-experimental design with pre-test / post-test and intact groups (a control group and an experimental group).

The research focused on the Mathematics and Algebra subjects of the control and experimental groups, the appropriate material was elaborated for each program content, for its presentation to the treatment group games related to the contents were used, an overhead projector to make the clarifications relevant to each topic and support the board to develop examples or to clear up doubts related to the topic for better understanding. At the end of the treatment, the post-test was applied to the control group obtained improvement in its use and decrease of algebraic errors of 34.52 and the experimental group of 41.16. In this sense, it was observed that by means of the playful teaching strategies used in the teaching-learning process, algebraic errors are reduced, which are committed by the students of the first grade of the upper level of the sample analyzed.