Recycled materials as educational resources for the development of logical-mathematical thinking in primary education
DOI:
https://doi.org/10.62451/rep.v4i3.203Keywords:
Education, teaching resources, recycling, mathematics instruction, manipulative materialsAbstract
This article analyzes the pedagogical impact of using recycled materials as didactic and manipulative tools in teaching mathematics to first-grade elementary students. The integration of these resources facilitates the transition from concrete to abstract thinking, allowing students to visualize and understand fundamental concepts such as number sense, object classification, patterns, and place value. The research followed a quantitative approach with a quasi-experimental design, as a pre-test was administered before the activities involving the manipulation of recycled materials and a post-test was conducted afterward for evaluation. The areas assessed included counting, problem-solving, as well as sequencing and classification. The results obtained during the implementation showed a significant increase in the level of achievement in mathematical competencies compared to the initial assessment. By observing the direct manipulation of the materials, we also noted an increase in students’ interest and participation in the activities.
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