A method based on neuroscience for teaching mathematics in a primary School

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Carola Calvo Gastanaduy, Nancy Carruitero Avila, Silvia Acevedo Minchola, Cecilia Mendoza Alva, Teresita Merino Salazar, Lilette Villavicencio Palacios, Danny Villegas Rivas


Currently, adequate learning is promoted in students, especially in the area of Mathematics, whose greatest difficulty is the low level of problem solving. Solving problems is based on cognitive processes that seek to find a way out of a difficulty, thus reaching an object that was not immediately reachable. The objective of this research was to know to what extent a program with strips based on neuroscience influences the resolution of mathematical problems in second grade students of Primary at an Educational Institution in Trujillo, Peru.  In this study, the sample was 50 students of both sexes, distributed in a control group and a group to which the Program with strips was applied. Problem-solving assessment instruments were used, which consisted of posing five problem situations (combination type 1, change 1, change 2, equalization and comparison) directly related to the dimensions of the independent variate (vision, action, calculation, procedure and reflection), which allowed determining the developmental level in solving mathematical problems in second grade children before (pre-test) and after (post-test) the execution of the program with strips. Some routines were used in the nparLD package of R by means of non-parametric statistical analysis of longitudinal data (WTS and ATS statistics). The understanding of the problem, the design of a strategy and the execution of the strategy were the dimensions that showed a significant improvement in the resolution of mathematical problems. 42.3% of the students obtained a level in process in solving mathematical problems after the execution of the program with rules. The neuroscience-based with strips program significantly improved math problem solving in second grade students. The nonparametric analysis of longitudinal data is a powerful tool to determine the level of development in solving mathematical problems in second grade children before (pre-test) and after (post-test), which allows studying the temporal evolution of students subjected to a neuroscience-based method.


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