Propuesta metodológica para fortalecer el aprendizaje, aplicación e interés de la suma y resta a través del método Pólya desde el enfoque pragmático-constructivista en el área de matemática, en estudiantes de Educación General Básica, subnivel Elemental.

Abstract

The inclusion of mathematics in educational programs has adopted a pragmaticconstructivist approach, seeking meaningful learning reflected in the solving of real problems. In the Elementary sublevel, students begin their mathematical understanding through the observation and manipulation of objects, establishing solid foundations for operations such as addition, subtraction, multiplication, and division. The problem lies in the lack of understanding of the value of these operations in everyday situations, generating negative perceptions towards mathematics. Traditional teaching in classrooms is emphasized, characterized by memorization and repetition, limiting reflection and problem comprehension. The proposal suggests a pragmaticconstructivist approach, promoting active methodologies that encourage student participation and practical application of knowledge. This proposal seeks to offer an innovative alternative didactic methodology based on the Pólya method, focusing on problem-solving through reasoning and active student involvement, thereby integrating the development of mathematical thinking into student education. The strategy aims to overcome the limitations of traditional teaching and promote deeper and contextualized learning, bridging the gap between theory and practice in the classrooms.