TEACHING MATHEMATICS IN THE CLASSROOM AS A STRATEGY FOR NUMERICAL LEARNING IN PRIMARY BASIC EDUCATION

Abstract

This study is based on the premise that pedagogical practice in mathematics is broader than it appears, as traditionally, the focus has been on obtaining exact results at the expense of developing reflective competencies and meaningful learning in elementary school students. The central objective of the research was to review the pedagogical implications of this approach and propose teaching strategies that broaden its impact to include critical thinking, autonomy, and the resolution of contextualized problems. Methodologically, a literature review and a critical analysis of theoretical and empirical sources focused on mathematics didactics, difficulties in problem-solving, and interdisciplinary approaches were conducted. The results obtained show that Latin American students continue to face significant difficulties in addressing non-routine problems; however, the implementation of playful, reflective, and interdisciplinary strategies reduces aversion to the subject, increases motivation, and strengthens basic competencies in the area. It is concluded that it is imperative to transform teaching practice by incorporating innovative teaching methods that connect mathematical content with the social and everyday reality of children, thus promoting transcendent learning that develops life skills beyond mere arithmetic calculation and that responds to a comprehensive and contextualized education.