Portfolio of Manipulative Boards: A Didactic Alternative to Strengthen Numerical Reasoning in Basic Education

Abstract

The article analyzes the impact of the use of manipulative boards as a didactic strategy to improve numerical reasoning in students of General Basic Education. The main objective of the study is to evaluate the effectiveness of the use of these resources in the development of cognitive skills associated with the understanding of operations and numerical classification. The research adopted a mixed approach, with quantitative (pedagogical tests and diagnostic questionnaires) and qualitative (classroom observation and surveys to teachers and students) data collection. The intervention was applied to an experimental group and its results were compared with those of a control group. The findings indicate a marked improvement in the comprehension of abstract concepts and increased student participation. This study proposes the use of manipulative resources as an effective methodological alternative to enhance mathematics learning.