INFORMATION AND COMMUNICATION TECHNOLOGIES AS A STRATEGY TO ENHANCE ARITHMETIC SKILLS IN ELEMENTARY EDUCATION STUDENTS

Abstract

The main objective of this research was to design and evaluate a pedagogical procedure mediated by computer tools to strengthen arithmetic skills in elementary school students. The study is based on the need to mitigate learning gaps in logical-mathematical reasoning. A mixed-methods approach and a Pedagogical Action Research (PAR) design were used, with a census sample of 40 sixth-grade students. The initial diagnostic phase revealed a critical situation: 82.5% of the participants were at a low performance level, demonstrating severe difficulties in transcoding from natural language to algebraic/arithmetic language and a low intrinsic motivation toward the subject. The intervention consisted of implementing an interactive didactic sequence based on virtual learning environments. The post-test results showed a net improvement of 67.5% in interpretive and problem-solving abilities. It is concluded that the integration of digital tools, subject to a reflective pedagogical design, not only optimizes the understanding of mathematical models, but also acts as a catalyst for school motivation, transforming error into an opportunity for mediated learning.