Impacto del material lúdico en el proceso de enseñanza - aprendizaje de ecuaciones de primer grado frente al método tradicional en estudiantes de Primero de Bachillerato

Abstract

The general objective of the research was the implementation of playful material for the teaching–learning process as an innovative didactic strategy for the topic of first-degree equations at the first-year Baccalaureate level, comparing its results with those of the traditional instruction method. The results revealed a significant improvement with the playful approach, which showed a positive and statistically relevant impact on both academic performance and the intrinsic motivation of first-year Agroecological Technical Baccalaureate students. The use of playful resources as concrete manipulative material facilitated the abstract conceptualization of variables and algebraic operations, promoting deep understanding rather than the memorization typical of the traditional model, as evidenced in students from the General Unified Baccalaureate. Specifically, a substantial improvement was observed in knowledge transfer and problem-solving among the experimental group. This result suggests that integrating the playful method into the mathematics curriculum—especially in units requiring a high degree of abstraction—optimizes both the assimilation process and students’ attitudes toward the subject, positioning playful material as a more pedagogically effective didactic mediator compared to the inherent limitations of the traditional approach in first-year Baccalaureate