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Playfulness: a strategy to
reduce apathetic behavior
in mathematics learning
Lúdica: estrategia reductora de
conductas apáticas en el aprendizaje
de las matemáticas
Yulieth Caamaño Rojas
*
Enoelia García Florez
*
Abstract
Mathematics is a demanding scientific discipline that requires the
application of logical reasoning and argumentation for problem
solving. This implies the need to increase the attention level of
students and prevent them from being trapped by abulia and
indifference. Therefore, the objective of the research consisted in
designing a strategy based on playfulness, reducing apathetic
behaviors for the learning of this important subject. The materials
(instruments) for data collection were: observation guide of students'
attitudes and an interview guide to record situations, indicators,
observable behaviors and the degree of affectation. The method was
action research, the approach was qualitative and the paradigm was
constructivist. Preliminary results declared the existence of a
relationship between apathy and quality of mathematics learning,
however, a clear tendency to behavior modification was found.
Keywords: Playfulness, apathetic behavior, strategy, learning.
* Master's Degree, Postgraduate in Education,
Iberoamericana Corporación Universitaria, Colombia,
ycaamano@ibero.edu.co, https://orcid.org/0000 -0001-
8926-3197
* Master's Degree, Postgraduate in Education,
Iberoamericana Corporación Universitaria, Colombia,
egaci51@ibero.edu.co, https://orcid.org/0000-0001-
7161-7567
Article
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Resumen
Matemáticas es una exigente disciplina científica que requiere de
aplicación del razonamiento lógico y argumentación para la
resolución de problemas. Esto implica la necesidad de incrementar
el nivel atención de los estudiantes y evitar que sean atrapados por
la abulia e indiferencia. Por consiguiente, el objetivo de la
investigación consistió en diseñar una estrategia basada en la lúdica,
reductora de conductas apáticas para el aprendizaje de esta
importante asignatura. Los materiales (instrumentos) para la
recolección de los datos fueron: Guía de observación de las actitudes
de los estudiantes y una Guía de entrevistas para registrar las
situaciones, indicadores, conductas observables y el grado de
afectación. El método fue investigación acción, el enfoque fue
cualitativo y el paradigma, el constructivista. Los resultados
preliminares declararon la existencia de una relación entre la apatía
y calidad de aprendizaje de las matemáticas, no obstante, se encontró
una manifiesta tendencia a la modificación de conducta.
Palabras clave: Lúdica, conducta apática, estrategia, aprendizaje.
Introduction
Education is the fundamental basis for the formation of human
resources and the platform for the integral development of nations.
In fact, it is undergoing important transformations worldwide in
terms of processes, technological resources, strategies and
opportunities for inclusion. Hence, information and communication
technologies, globalization and education represent a trilogy in the
new social order as resources to promote change capable of leading
humanity towards an emerging digital knowledge society (Carrasco,
and Villero, 2021).
In this sense, the promotion of change gives a twist to the teaching-
learning processes in a world where turbulence, uncertainty and
complexity play a leading role. These realities are relevant to the
evaluation of mathematics education. The 1970s and 1980s
provoked heated debates about the values and anti-values of the
trends that were emerging towards an intense search for appropriate
ways to address new challenges of mathematics education by the
international mathematical community." (Ozámiz, 2021)
Therefore, the imperative of conceiving and studying mathematical
sciences also implies redefining pedagogy, didactics and the vision
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of mathematics as a tool for the professional field and everyday life
because the knowledge of this subject and its application are
omnipresent (Vásquez et al. 2021). Currently, the pedagogy of
mathematics tends to demand changes due to virtual scenarios and
should be used to strengthen the potential of teaching and learning
(Vásquez et al. 2021).
From this perspective, Mathematics acquires a special value in the
integral formation of people because it is a strategic ally to
understand and interpret the world reality and the social, economic
and family spheres through signs such as wealth, poverty,
development and stagnation. Undoubtedly, this area of knowledge
plays a valuable role in the establishment and progress of society.
The teaching-learning process of mathematics constitutes the
primary socializing channel for the communication and
appropriation of knowledge, skills, relationship norms, behaviors
and values to strengthen the bonds between students and teachers
(Pérez, 2021).
The above shows that education is a set of cognitive and
epistemological actions that is complex in each of its components
and acts. In this regard, Muñoz and Guerrero (2021) agree that "it is
essential to contemplate all the elements involved in the processes of
planning, pedagogical performance, monitoring, educational
evaluation and feedback" (p.7) while Mero (2022) warns that a
rethinking of educational policies, better management direction and
the implementation of new methodologies for teaching and learning
in scenarios where educational innovation is the protagonist are
inevitable.
Scientific theories related to the acquisition and implementation of
knowledge open a range of alternatives that in the field of education
become methods and strategies through pedagogical sequences to
sensitize the receiver of the message about the importance and
usefulness of knowledge in terms of the requirements of their
training. Thus, the strategy allows the teacher to dialogue and reflect
in order to identify performances and attitudes (Camargo and
Bolaños, 2022).
(Rodriguez et al; 2020) because assertive communication is
important during the act of transmitting ideas so that the receiver can
clearly understand what the sender is expressing" (Bernal et al; 2022,
p.8). (Bernal et al; 2022, p.8). Therefore, communication is the
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determining component in the teaching-learning process because it
is the action and relationship between its actors. Ineffective
communication can trigger apathy and aversion towards the teacher's
discourse and the subject.
In view of the above, apathetic behavior is considered to exist when
the student exhibits behavior characterized by the following
indicators: lack of interest, lack of motivation, detachment from the
need to learn, lack of attention, loss of affection to take advantage of
the teacher's explanations, low self-esteem, present in the school
environment, but with a lost mind, restlessness, anxiety, frequent
non-attendance, poor school performance and isolation from the
group.
Based on this description, it is imperative to turn to the meaning of
the word apathy: Real Academia Española (2023) defines it as
"Impossibility of mood, laziness, indolence, lack of vigor or energy.
It is also a disorder of motivation characterized by a quantitative
decrease in goal-directed behavior (López and Dóriga, 2015). The
conclusion emanating from these definitions coincides in that apathy
is the disconnection of emotion, thought and action.
The same educational reality forces to investigate apathy as a
manager of disruptive behaviors that threaten the normal course of
the student's training and the teaching function. As opposed to
apathy, Guischca, and Murillo, (2018) express: "Playful techniques
become creative and recreational strategies for in-depth learning
because normally what students learn by playing they hardly forget"
(p. 25). The teacher of the future must be able to facilitate the
understanding of mathematical objects, demonstrate convincing
knowledge not only of that subject, but also of the didactics,
pedagogy and epistemology of this important science (Maninat,
2020), because teaching is not precisely a process of information
transfer, but rather to implement appropriate environments for the
learner to be the constructor of his knowledge (Freire, 2006).
The review of research on the subject allowed us to detect that most
students do not enjoy the pleasurable experience of learning, since
they are trapped by apathy. The teaching of mathematics should be
developed in an atmosphere of creativity and innovation where
playful strategies are used in the search for meaningful learning
(Jiménez and Mendoza, 2022). The teacher has the opportunity and
simultaneously the challenge of explaining mathematics in an
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interesting and fun way to foster the growth of knowledge in that
science (Africano, 2021).
The problems with the didactics of mathematics point to the need to
cultivate a global awareness for the strengthening of the teaching of
this science in order to face the challenges posed in the path of
sustainable development (Lavigne, 2021). The problem has
transcended so much that in Colombia the construction of a regime
of truth has proliferated, which has functioned as a referent of the
educational discourses on the teaching of mathematics, which has
proliferated the idea that the learning of this discipline is an exclusive
area for those who are intelligent, together with the presence of fear
as an existential category in mathematical experiences (Garzón,
2020).
Then, it is necessary to introduce inductive changes to optimize
teaching and make adjustments according to current demands
(Álvarez and Hernández, 2022). These initiatives allow learning to
be interactive, productive, with relevance of communication and
social relations (Bravo and Gómez: 2020). In this line of action,
playfulness contributes to the development of action, decision,
interpretation and socialization (Paredes and Terán, 2020). And as
an added value, the perception of didactics in the teaching of
mathematics reaches its level of liking or rejection in relation to the
motivation radiated by the teacher (Quintanilla, 2020).
The articulation of cognitive aspects with the playful factor in order
to reduce negative behaviors that block learning, such as anxiety and
uncertainty (Parra and Pizarro, 2022). In this direction, it is feasible
to implement playful strategies that help to solve problems and
motivate the participation of students individually and in groups
(Castañeda et al; 2019), understanding that playfulness motivates to
focus attention, facilitating learning (Villacis and Morocho, 2020).
Similarly, it triggers positive effects on oral communication
providing favorable elements for meaningful learning (Arana
(2021), since where playful strategies are implemented and
reinforced with ICT technological tools, students show greater
willingness to learn, improving their attitude towards particular
school habits (Fajardo et al., 2022).
However, (Gascón, 2018) warns:" Despite these advantages, it must
be taken into account that the use of ICT in this subject does not
mean the absence of conceptualization, but that they serve as a
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support to achieve a better understanding" (p.11). This warning
incites to value more intensely the usefulness of ICT in terms of
playful strategies for the teaching-learning of Mathematics, since it
is feasible to accelerate and increase school performance through
connectivity due to the attractiveness of technological tools for
students.
Related to these comparative advantages, Carrillo (2022) assures
that "playfulness favors imagination and is a pleasant situation for
the acquisition of new knowledge". (p.8) Playfulness as an
educational tool encourages the initiative of learning by doing for
the development of fundamental competencies for the strengthening
of the educational and social process through a series of aspects such
as observation, analysis, intuition and decision making. (Gallardo:
2018). These attempts have their foundation in playful strategies to
facilitate situations and innovative for teaching and learning
channeled by the pleasure of doing things and achieving reciprocal
satisfaction. López; (2019) argues: "detecting the cause of school
problems related to mathematics is important to establish solution
mechanisms and apply the appropriate corrective measures so that
students improve their learning in the area of mathematics" (p.8).
The findings of constructivist theory showed that playfulness
generated positive energy and was seen as an alternative to
incorporate it into didactics. Vygotsky, Montessori and Piaget, (cited
by (Bello et al. 2022). These scientists highlighted the cognitive and
pedagogical foundations of active learning in play. The first
considers that play is an action for the evolution of the child that
leads to proximal development, the second holds that it is
assimilation of elements of reality, and Montessori positions the idea
of play/play in the educational spectrum, expanding the bases of
learning, confidence, security and friendship in the child.
Play is an indispensable activity for the cognitive, communicative,
affective and social progress of the human being, in view of the fact
that it supports the development of the basic functions of psychic
maturation (Domínguez: 2015). It is a process of assimilation that
recognizes the meaning of things as a result of relationships (Torres,
2019). In addition, motivation is reflected in children in the act of
learning and they feel identified with the class (Estupiñán, 2021).
Identified with these advances, Rivera and Villegas (2022) consider
that the application of epistemology facilitates the definition of
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knowledge, its validation and construction following more scientific
than speculative criteria. These criteria have been reinforced with
playfulness to propitiate learning styles so that students fall in love
with mathematics. In conclusion, playfulness arises as a need for
socialization as indicated by the constructivist theory and its
insertion in education has generated added epistemological and
cognitive values in the construction of knowledge.
Materials and methods
The data collection materials consisted of a Scale of Affecting
Apathetic Behavior in Students, an Interview Guide and a
Consistency Matrix. The practical and methodological usefulness of
the first instrument was to record observations of student behavior
to describe situations, indicators, observable behaviors and the
degree to which negative attitudes affect students with apathetic
behavior. For this purpose, a progressive ascending rating scale
(1.2.3.4) was proposed, which served as an indicator to measure the
degree to which apathy affects students.
On the other hand, the interview guide was prepared with the
purpose of interviewing the students who made up the population
under study in order to record their opinion regarding the subject of
mathematics. The structure of the instrument consists of statements
(questions) and a dichotomous YES-NO scale. The reason for which
it was decided to design this model was to avoid digressions and
doubts in the students at the moment of answering each of the
questions. The aforementioned instrument contains a battery of 10
questions focused on determining the reaction of the interviewees to
the subject.
The guiding criteria for the development of both instruments were
based primarily on a support strategy for collecting information
according to the characteristics of the research. The instruments
present a simple, understandable and feasible structure for
application, since they do not cause confusion in terms of
modifications, corrections and extensions, if necessary.
Finally, a Consistency Matrix was constructed, not to collect
information, but to guide the direction of the research in attention to
the data, assuming the coherence and relationship of the key aspects
of the research as title-problem relationship, data-results and
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observations-indicators The method was action research, the
approach was qualitative and the paradigm was constructivist. The
methodology implies a set of procedures, techniques and resources
for the elaboration of any research.
Accordingly, in qualitative research it is appropriate to approach the
problem without formulas, but rather with an intentionality focused
on contextualized reality, where the subjects to be investigated are
considered key to the solution of the problem (Mujica, 2022). Linked
to the above, this method is inductive and descriptive (Álvarez,
2011, p. 10).
This methodology reconciles various techniques to obtain
information to learn about people's behavior (Piza, et al. 2019). It
emphasizes on the mechanisms of action to transform or improve
situations that are not beneficial to the human being and focuses
more on the reality experienced by the person than on the data that
the information obtained may yield.
This method proposes an ontological, epistemological and
methodological basis that guides the researcher to orient his object
of study and to evaluate the findings in terms of reality and
knowledge (Colmenares, 2012). The procedure for analyzing the
information collected is discourse analysis, a technique for
ascertaining the opinion of the population involved in the research.
Results
Situations are descriptors that highlight apathetic behavior. To
specify the level/degree of affectation, a measurement scale was
designed that ranges from 1 to 4. 1 (very low) 2 (low) 3 (worrying)
4 (very worrying). The scales function as trend markers about the
degree of affectation of apathetic behavior in students. Each situation
has its indicators, the behavior detected and the scale of affectation.
The results obtained through the Affectation Scale in the situations
showed that in Demotivation only (2.4%) is in grade 4, (2.7%) in
grade 3 while (45%) in rank 2 and (49%) in the lowest grade, while
in Difficulty in following instructions concatenated to the indicator
Lack of attention, the results state that 43% is located in grade 1
while 17% in grade 2, 22% in grade 3 and 18% in a condition of very
worrying.
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In terms of self-doubt, taking the self-esteem factor as an indicator,
it was found that (26%) are at level 1 (low), while (23%) are very
low, while (21%) are worrying and (30%) are very worrying. Next,
the general trend leads to affirm that the results confirm that (77%)
of the students are in the very low level, while (15%) attend classes
regularly. The degrees of worrying reflect (6%) and very worrying
(2.34%).
Regarding Individualism, the results showed that there is no
intentionality to individualism that affirms the presence of
socialization problems. The (92%) do not practice this behavior,
since individualism is located in grade 2 (very low), (5%) low and
2% in the worrying category, while (1%) is visualized as very
worrying. The Rejection of Mathematics indicated that (12%) feel a
low rejection of the subject, as opposed to (8%) who are reluctant to
be receptive to explanations, while (35%) are in the worrying
category and (45%) are in the very worrying category due to their
refusal or rejection of learning the subject.
Non-compliance with their duties. The results indicated: low (23%)
very low (21%) and worrying in non-compliance (24%) while in the
position of very worrying (32%). Refusal to change this situation is
represented in the resistance to change or modification of behavior
from apathetic to positive and productive behavior in relation to the
subject Mathematics. In this regard, it was found that 73% consider
the need to improve their behavior. Therefore, the resistance to
modify behavior is low. Sixteen percent (16%) show a very low level
of refusal to change.
On the other hand, the fact that (8%) are reluctant to change their
behavior is a cause for concern. The (3%) remain indifferent to the
proposal to change from negative to positive behavior, which is seen
as very worrying.
School Performance in this situation (15%) of the students have been
obtaining grades above the average on the basis of 10 points, which
is the maximum grade. As opposed to (12%) who achieved grades
with a performance above 6.5 points while (32%) obtained a
deficient performance below the minimum passing grade and (41%)
presented grades below the fourth part. That is, 2.5 points down.
Based on the results, it is possible to deduce and verify that the
general performance of students affected by apathetic behaviors does
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not meet the expectations of the efforts made by the teacher to meet
the cognitive requirements of the students.
Finally, with regard to the Participation situation, whose indicator is
intervention during the development of the class. With respect to the
participation category, which is an important unit of analysis
associated with school performance and the academic behavior of
the student in the development of the class, it was found that
participation is low in relation to the number of students. The results
obtained indicate that the participation rate is relatively low with a
slight projection to increase. (33%) low, (13%) very low (27%)
worrying and (20%) very worrying.
The analysis of the results derived from the observation guide on
attitudes of students with apathetic behaviors shows that the opinion
of the informants/interviewees was respected in order to give
balance, reliability and guarantee of veracity to the results. The
technique for analyzing the results is qualitative by extracting
messages and meanings from the interviewees. This type of
analytical technique highlights the social, emotional and behavioral
characteristics of the individuals rather than the numerical data.
According to the results obtained, it was found that mathematics
generated cognitive and affective feelings in the students. In each of
the situations there is a high probability of a tendency to modify
apathetic attitudes to assume positive behaviors towards
Mathematics.
This expectation is related to the potential of increasing the
participation rate in quantity and quality because there is a
manifestation declared by the interviewees that marks a path towards
achievement motivation, however, the conviction arises of the need
for positive reinforcement for the facilitation of behavior related to
the construction of strategies for students to become aware of the
importance of fulfilling academic obligations to increase attendance
rates and academic performance.
The results obtained are indicators to analyze the importance of the
proposed change in the students. It is assumed that behavior
modification incorporates and integrates new elements that
contribute to invigorate performance in terms of performance and
positive identification with the discipline of Mathematics. In
conclusion, participation becomes one of the academic tools that
provides students with reasoning capacity, autonomy and the
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possibility of contrasting their knowledge with that of the teacher
and their classmates.
The analysis that emerges from the results is a light for the
understanding of the problematic reality experienced by students
trapped by apathetic behaviors. Hence, direct participation,
integrating efforts, is an effective action to face the detrimental
problem for the educational process and all the actors involved in it.
The results obtained from the Interview Guide indicated the
following:
1.- Do you like Mathematics? (27%) answered that they do not like
Mathematics, while (73%) declared that they DO like Mathematics.
2.- How often do you miss mathematics classes? The results
confirmed that 73% (73%) regularly attend their classes as opposed
to 27% who observed irregular attendance.
Do you think that the teacher should change the way he/she teaches
Mathematics? The results showed that the students interviewed have
confidence in the didactics exercised by the teacher. In fact, 63%
considered that the teacher should not change his way of explaining,
although 37% expressed that he should use another pedagogical
strategy.
Do your parents ask you about your homework? The data reported
that (80%) of the students responded that their parents do not ask
them about their homework, while (20%) stated that their parents are
aware of their school obligations. What do you like to do in
mathematics classes? The results obtained showed significant
differences, since (30%) of the students said that they do not
understand anything, (17%) said that they spend their time doing
sums, and (13%) said that they spend their time doing number soup
and other entertainment.
6 Have you sought a person to explain Mathematics to you?
However, (70%) stated that they have not requested support from
other people to reinforce their knowledge in the subject. 7.- Do you
actively participate in mathematics classes? (30%) do not participate
in class, while (13%) are reluctant to do so, while (23%) participate
eventually and (33%) responded that they always participate in
mathematics classes.
What do you like about the Mathematics teacher in class? (17%) of
the respondents said that the teacher is fun, (30%) stated that they do
not like anything about the teacher, (7%) said that she brings prizes
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to motivate the class. Finally, (33%) indicated that they like the way
she explains the class and (13%) of those interviewed abstained from
expressing an opinion.
9.- Do you like working in a group? the results indicated that
(40%) like to carry out their academic responsibilities in a group
setting; however, (60%) stated the opposite. How do you feel about
Mathematics? (33%) of the respondents said that they did not
understand, (20%) expressed that they are afraid of the subject, while
(37%) stated that they like Mathematics when they play and (10%)
refrained from making a value judgment.
However, the analysis of these results leads us to consider the
following, if playful strategies are implemented to reduce apathy and
improve communication among teachers.
Discussion
The results indicate what is happening in reality and are scientific
foundations for determining causes and consequences of a
problematic situation. They are also markers of trends in research
because they warn of the potential of problems other than the one
being studied. In this case, a problem associated with apathetic
behavior and its impact on mathematics learning was investigated.
The discussion of the results shows the importance of continuing to
investigate the pedagogical criteria that have been put into practice
for the teaching of this important scientific discipline, which
historically has caused problems for students at different levels and
modalities of the educational system.
Therefore, it is imperative to open spaces for debate in order to
substantiate and produce convincing, satisfactory and congruent
answers to determine why in this subject there is a proliferation of
apathetic behaviors evident in rejection, aversion, fear, indifference,
desertion and poor school performance. The results obtained are
similar to other research that served as background to this study. In
those studies, it was pointed out that these behaviors symbolize a
constant that is progressively acquiring a complexity in the student
mass.
Therefore, the results show that the situation is detrimental to the
quality of education and that it simultaneously calls into question the
professional performance of the teacher as manager of the
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mathematics course. The creative function of the teacher and the
imagination of the student are buried when the floodgates are not
opened to release the rigidity with which mathematics is being
taught, since there is still a strong anchorage in the routine and the
didactic tradition that is combined with the teaching pattern used by
teachers characterized by teaching as they learned. This reality
indicates that the debate on the didactics of mathematics should be
serious, productive and permanent in order to avoid the morbidity of
apathetic behaviors.
If there is awareness of the situational reality, this is already an
important step to internalize the existence of the problem. The
teacher's authority is a prerequisite for taking the initiative to address
the problem. This same disposition is also the responsibility of the
students because they represent the affected population. That is why
the contribution of the research, according to the results obtained,
shows the potential for behavioral changes; however, this is not
enough; it is necessary to concretize the possibilities with concrete,
observable and evaluable facts.
On the other hand, these results lead to discussions regarding the
didactics used by the teacher to teach Mathematics, as well as the
learning styles put into practice by the students, which is directly
connected to individual differences. The significance of this research
is a contribution to education in the area of Mathematics, which is
one of the subjects where students have historically had lower
academic performance compared to other subjects.
If strategies of a ludic nature are applied for didactic purposes to
increase the quality and quantity of learning, it is possible that the
student loses the fear and aversion he feels for the subject and
identifies more with it. The new knowledge derived from the
research leads to the imperative of promoting a pedagogical
transformation of this science without sacrificing its contents and
objectives.
The results obtained highlight that the critical nodes or neuralgic
situations affecting the 30 students (population) summarize apathy,
indifference, lack of attention, difficulties with the understanding of
instructions and the interpretation of basic equations in Mathematics.
Consequently, activities were designed to help students improve
their knowledge acquisition processes and value the importance of
mathematics.
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The most representative findings of the research are summarized in
the feasibility of new attitudes of students affected by apathetic
behaviors, since the tendency of the results indicated a closer
approach to demonstrate positive behaviors. Likewise, it is important
to highlight that students are victims of the rejection that the
discipline of Mathematics and the rigidity of didactics have been
experiencing.
It was found that in the process of reviewing the specialized literature
on problems inherent to apathetic behavior, it is recommended to
build alternatives such as playfulness to awaken attention, stimulate
creativity and link the student with the contents of the subject. If
strategies of a ludic nature are applied, it is possible that the student
loses the fear and aversion he/she feels for the subject and identifies
more with it. The new knowledge derived from the research leads to
the imperative of promoting a pedagogical transformation of this
science without sacrificing its contents and objectives. The results
obtained highlight that the critical knots or neuralgic situations that
affect the 30 students (population) summarize apathy, indifference,
lack of attention, difficulties with the understanding of instructions
and the interpretation of basic equations in Mathematics.
It should be added that the reasons that justify the research focus on
the need to take advantage of the benefits offered by the dynamics
of a playful nature to give a different direction to an exhausted
pedagogy, to a didactics of low functionality and to those
decontextualized strategies that are disconnected from the
knowledge society and the technological vanguard.
According to the reality addressed, weaknesses were found that
potentially become threats that negatively impact the academic
performance of students and the normal development of classes. In
summary, the results obtained, the research consulted and the
theories referenced are motivating factors to continue researching on
the topic of apathy in mathematics learning and playfulness as a
strategy to reduce apathetic behaviors.
References
Africano, B. (2021) Study of the factors that influence the disinterest
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