Innovative inclusive strategy to optimize math learning in fourth grade

Estrategia inclusiva innovadora para optimizar el aprendizaje de matemático en cuarto año de Básica

Abstract

Traditional mathematics teaching in primary education has limited learning development and decreased student motivation, directly impacting their academic performance. Faced with this problem, it is necessary to implement innovative strategies that transform how this subject is taught and foster more active student participation. In this context, the objective of this research was to propose an innovative strategy aimed at optimizing mathematics learning for fourth-grade students in primary education. The methodology adopted a mixed-methods approach, integrating theoretical, empirical, and statistical methods to obtain a comprehensive view of the phenomenon under study. Among the theoretical methods employed were analysis-synthesis, inductive reasoning, and deductive reasoning, which allowed for the interpretation of the pedagogical and didactic foundations related to innovative mathematics teaching. The results showed that teaching practice is largely based on a traditional model, which limits active student participation and the development of mathematical competencies. Furthermore, a limited application of innovative strategies and a low level of knowledge about methodologies that promote cooperative learning in the classroom were identified. Based on this diagnosis, an innovative, structured strategy was designed to foster motivation, interaction, and collaborative problem-solving in mathematics. The proposal encourages students to take a leading role in their learning process, strengthening learning within an inclusive, participatory, and skills-centered framework.

KEYWORDS: cooperative learning; basic education; innovation; student motivation; teaching practice.