Learning styles in the development of spatial and geometric thinking in elementary school

Abstract

Introduction. Learning styles as a conceptual and practical construct require a pedagogical reflection for their didactic integration in the teaching and learning of mathematics. Objective. This article presents the results of a study whose purpose was to analyze the influence of learning styles, according to the VARK model, on the development of spatial and geometric thinking from a learning environment mediated by digital technologies. Materials and methods. The research methodology was a mixed, triangular approach. The participants were 37 students from the fifth grade of the elementary school of the public school. The data collection instruments were the VARK test, the learning style monitoring guide, the integrative guide and the field diary. Results. The results of the test show that the kinesthetic learning style is the one with the highest score, however, its actions in the practical activities were discreet, in addition, that there is a relationship between the learning style and the mathematical activity that is proposed. Conclusions. The management of the spatiality of everyday life, as a didactic resource, is an aspect that activates motivation for the promotion of spatial and geometric thinking; training in learning styles favors students’ understanding of geometric concepts. (Todo el resumen no debe superar las 250 palabras)