Material concreto para el aprendizaje de las operaciones matemáticas en Educación General Básica Elemental
DOI:
https://doi.org/10.64747/wznh6k74Palabras clave:
material concreto, operaciones aritméticas, educación básica, gobernanza educativa, evaluación formativaResumen
El uso de material concreto es prescrito con frecuencia para enseñar operaciones, aunque disponer de objetos no garantiza comprensión ni transferencia simbólica. Esta revisión sistemática examinó los efectos, mecanismos y condiciones de implementación del material manipulativo en aprendizajes vinculados con valor posicional, suma, resta, multiplicación y división durante los primeros años escolares. Se aplicaron PRISMA 2020 y la guía SWiM. El 29 de julio de 2026 se ejecutaron cuatro consultas en OpenAlex y Crossref; se recuperaron 800 registros, se conservaron 708 únicos y se evaluaron 66 candidatos. La síntesis integró 31 publicaciones científicas y ocho documentos oficiales. Los hallazgos fueron favorables, pero heterogéneos. Los mayores beneficios se asociaron con correspondencia transparente entre objeto y estructura matemática, verbalización, comparación de representaciones, transición planificada hacia dibujos y símbolos, y evaluación formativa. Los materiales perceptualmente ricos, el juego sin propósito explícito o la permanencia indefinida en lo concreto limitaron la transferencia. El currículo ecuatoriano respalda la representación concreta, gráfica y simbólica, pero deja a las instituciones decisiones críticas sobre provisión, selección, formación docente, accesibilidad y seguimiento. Se propone una matriz de gobernanza pedagógica que prioriza recursos simples, culturalmente pertinentes, reutilizables y vinculados con evidencias de razonamiento.
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Derechos de autor 2026 Lilian Maribel Garófalo-García
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