La creación de problemas como marco para inventar juegos que estimulen el pensamiento matemático

• Malaspina, Martín ^[1] ; Malaspina, Uldarico ^[1] ; Barraga, Grecia ^[1]
  1. [1] Pontificia Universidad Católica del Perú

     Pontificia Universidad Católica del Perú

     Perú

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 28, 2025 (Ejemplar dedicado a: La importancia de la formulación de problemas en el desarrollo de conocimiento matemático), págs. 97-116
• Idioma: español
• DOI: 10.35763/aiem28.7521
• Títulos paralelos:
  • Problem Posing as a Framework to Invent Games that Stimulate Mathematical Thinking
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Investigadores de la psicología destacan la importancia de los juegos durante los procesos de aprendizaje y desarrollo de los niños; por otra parte, investigadores de la educación matemática enfatizan la importancia de la creación de problemas en el aprendizaje de las matemáticas. Esto nos lleva a integrar ambos puntos de vista y explorar la invención de juegos como medio para estimular el pensamiento probabilístico en los niños, usando el marco de la creación de problemas. En ese sentido, analizamos cualitativamente las reacciones de estudiantes en educación primaria al jugar juegos inventados por ellos. En un caso, modificando las reglas de un juego, y en el otro, a partir de un material que se les presentó. Mediante los procesos implementados, encontramos que la invención de juegos, usando el marco de creación de problemas, es un medio que contribuye a incentivar el pensamiento probabilístico de los niños.

  • English

    Researchers in psychology emphasize the importance of games during children’s learning and development processes; on the other hand, researchers in mathematics education emphasize the importance of problem posing in mathematics learning. This leads us to integrate both points of view and explore game invention as a means to stimulate probabilistic thinking in children, using the framework of problem posing. In this sense, we qualitatively analyze the reactions of children in primary education when playing games invented by them, by modifying the rules of a game in one case and based on the material presented to them in another. Through the implemented processes, we found that inventing games using the problem posing framework helps stimulate probabilistic thinking in children.

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