Games as a Didactic Strategy for Teaching Mathematics to Ecuadorian Basic Education Students. A Theoretical Review

There are several learning theories that support the use of games, such as Jean Piaget's constructivist theory and David Ausubel's theory of meaningful learning, among others, which emphasize playful activity as a means for cognitive development and the connection of new knowledge with previous experiences. This article presents a theoretical review games as a teaching strategy for teaching mathematics to students in Ecuadorian primary education. The results indicate that students who learn mathematics through games have greater retention and understanding of concepts, as well as reduction in anxiety, compared to traditional methods. The effective implementation of games in the classroom requires teachers to select and design playful activities aligned with the school curriculum and learning objectives. The theoretical review highlights the importance of transforming the traditional perception of this subject, usually seen as rigid and memoristic, to improve student learning and motivation.