El juego como estrategia didáctica para el aprendizaje de las matemáticas en el segundo grado de educación básica

Learning mathematics in second grade presents challenges related to understanding basic concepts and the lack of motivation generated by traditional teaching methods focused on repetition. This study examines the effectiveness of play as a didactic strategy to strengthen motivation, participation, and mathematical comprehension in students from a Basic Education institution. A descriptive, non-experimental, cross- sectional approach was applied using checklists, questionnaires, and analysis of academic records. Results indicate improvements in attention, interest, and performance in basic operations after implementing games such as geoboard activities, operations bingo, and memory cards. Findings highlight the pedagogical value of play in promoting meaningful mathematics learning and enhancing students’ engagement.