Mathematical reasoning and contextualized problem-solving as a teaching-learning strategy for additive structures

Abstract

 The research focuses on the application of mathematical reasoning in 3rd grade students of Primary Basic Education at Semilla de la Esperanza school in Colombia, as a strategy for solving arithmetic problems of additive structures, classified into four categories. The research was developed under a qualitative approach and a post-positivist paradigm, using the case study method and the IAP method. Initially, a diagnostic test was applied and subsequently four classroom intervention sessions were held, where different pedagogical strategies were used to solve problem situations in the context. In addition, discussion and collaboration between students were promoted to encourage shared and reflective learning. It was concluded that mathematical reasoning is an effective teaching tool to address additive operations. As a result, perspectives are provided on the implementation of reasoning strategies in the teaching-learning process of mathematics..