Playful resources to improve the attitude of Primary Education students towards learning geometry

Abstract

The design, implementation, and evaluation of a didactic intervention for third-year students (8-9 years old) of Primary Education based on the use of playful resources is presented, with the aim of involving students and improving their attitude towards learning geometry. First, a theoretical framework is described based on a review of the literature on the different teaching resources that can be used in the classroom, the use of playful resources and their relationship with mathematics. After this analysis, the didactic intervention carried out with 10 male and female students is presented, followed by a description of the results obtained after its design, implementation, and evaluation. It is concluded that the use of playful resources increases both the motivation and the interest of students towards learning geometry in Primary Education.