A Didactic Strategy for Enhancing Mental Mathematical Computation in Elementary School.

Abstract

The study "Teaching strategies to improve mathematical mental calculation in high school" attempts to improve mental calculation skills in high school students in the educational unit "Ilo Alfaro" in Chuván, Ecuador. The research is based on the recognition that mental arithmetic is an important skill not only in developing mental agility and logical reasoning, but also in solving mathematical problems effectively. The research justifies the implementation of a didactic strategy that promotes meaningful, individualized and participatory learning. Teachers play a key role in adapting this strategy to the needs of students, using new methods that encourage and strengthen their confidence in their mathematical abilities. The methodology used includes a mixed approach, theoretical and experimental, which includes the observation and survey of teachers, and the analysis of the results obtained by implementing specific teaching activities. The studied population consisted of sixth year primary education students of the above educational unit. Preliminary results suggest that the applied teaching strategies not only improve fluency in mental arithmetic, but also encourage critical thinking, collaboration among students, and the ability to apply mathematical knowledge in everyday situations. The study concludes that these strategies represent a significant improvement in mathematics teaching and suggests their widespread use in other educational contexts.