Cálculo mental mediante estrategias lúdicas en Educación General Básica Media
DOI:
https://doi.org/10.64747/q0fyqy96Palabras clave:
cálculo mental, aprendizaje basado en juegos, educación básica, evaluación formativa, gobernanza educativaResumen
El cálculo mental suele practicarse mediante series cronometradas, aunque la rapidez aislada no asegura comprensión, flexibilidad ni confianza matemática. Esta revisión sistemática examinó qué estrategias lúdicas fortalecen el cálculo mental en edades equivalentes a Educación General Básica Media y qué condiciones institucionales permiten implementarlas con equidad. Se aplicaron PRISMA 2020 y la guía SWiM. El 1 de agosto de 2026 se ejecutaron seis búsquedas en OpenAlex y Crossref: se recuperaron 1.200 registros, se conservaron 1.112 únicos y se evaluaron 82 textos o registros ampliados. La síntesis integró 30 publicaciones científicas y cinco documentos oficiales ecuatorianos. La heterogeneidad de operaciones, edades, comparadores y medidas impidió un metaanálisis responsable. Los hallazgos favorecieron juegos de cartas, tablero y entornos digitales cuando exigían descomponer, compensar, estimar, recuperar hechos y justificar elecciones; ofrecían dificultad graduada y retroalimentación inmediata; y reservaban tiempo para discutir estrategias. La competición centrada en velocidad, los rankings públicos y el acceso digital desigual introdujeron riesgos afectivos y distributivos. El currículo ecuatoriano legitima el cálculo mental, la estimación y las estrategias diversas, pero su realización exige acuerdos sobre tiempo, evaluación, accesibilidad y formación docente. Se propone un ciclo de gobernanza pedagógica basado en diagnóstico, co-diseño, práctica breve, diálogo matemático y mejora institucional.
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- 2026-08-27 (2)
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Derechos de autor 2026 María Fernanda Rodríguez-Ruiz
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