Una propuesta didáctica desde el enfoque thinking classrooms y el juego para «aprender a pensar»

Tue, 28 Jul 2026 00:00:00 +0000

##A proposal based on a thinking classrooms approach and games for “learning how to think”

Abstract

Problem-solving and games as a teaching resource are featured in the Aragonese Mathematics curriculum in Primary Education as pedagogical and methodological principles, as teaching guidelines, and even, in the case of problem-solving, from the perspective of basic knowledge and specific competences. This work outlines the design and implementation of a teaching proposal that mobilizes the processes of problem-solving, argumentation, conjecture and demonstration, communication, and representation, around knowledge of diverse senses, through games. The approach to these activities considers the necessary adaptations for their implementation, following Liljedahl’s “thinking classrooms” approach. The implementation was conducted with a fifth-grade group of Primary Education students. Finally, an analysis of the results obtained through systematic observation and students’ productions is presented, providing evidence that this approach shows significant potential for fostering the development of knowledge, competencies and positive attitudes towards mathematics. Among the key findings, a high disposition towards risk-taking stands out, alongside a gap between oral reasoning and written production, which is to be expected when introducing this type of methodology.

Cítese como:

Sánchez Valls, B., & Beltrán Pellicer, P. (2026). Una propuesta didáctica desde el enfoque thinking classrooms y el juego para “aprender a pensar”. Edma 0-6: Educación Matemática en la Infancia, 15(1), 90-121. https://doi.org/10.24197/qq27wr13

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nrich | Pablo Beltrán-Pellicer

Una propuesta didáctica desde el enfoque thinking classrooms y el juego para «aprender a pensar»

Abstract

Sobre la revista