Active methodology to strengthen the four basic operations of Mathematics in Upper Basic Education

Abstract

At both the global and local levels, traditional mathematics instruction has created significant gaps in students’ logical-mathematical reasoning and their ability to solve everyday problems, and has led to poor performance and a lack of motivation. This study analyzes the impact of applying active learning methodologies on strengthening the four basic mathematical operations (addition, subtraction, multiplication, and division) among upper elementary students at the Cochapamba Educational Unit. Through a mixed-methods approach with an explanatory scope and a pre-experimental design, the study integrated participatory teaching strategies, Problem-Based Learning (PBL), and the use of concrete and digital materials. The study sample consisted of 40 eighth-grade students in general basic education. Data collection instruments included diagnostic and final tests, a perception survey, and observation. The results show that the implementation of active methodologies significantly increases conceptual understanding and operational fluency, with the percentage of students achieving a high level on the entrance test rising from 10% to 55% on the exit test. It is concluded that active learning transforms students’ role from that of recipients to constructors of their own knowledge, which facilitates the transfer of mathematical knowledge to real-life contexts. It is emphasized that it is necessary to continue training teaching staff in these new pedagogical trends to ensure the sustainability of the proposed educational model.