The game as a didactic approach to enhance mental calculation in sixth grade of primary school

Abstract

The development of mental calculation is a fundamental component of mathematics learning in primary education, particularly in sixth grade, the stage preceding the transition to secondary education. This article analyzes play as a didactic approach to strengthen mental calculation in response to the limitations associated with traditional practices focused on memorization and the mechanical application of algorithms. From a theoretical and reflective perspective, the pedagogical foundations of play are examined through constructivism, meaningful learning, and the sociocultural approach, as well as their connection with the principles of the New Mexican School. The analysis highlights that play-based activities can promote active participation, intrinsic motivation, peer interaction, and the development of cognitive processes associated with mental calculation, including number sense, cognitive flexibility, and the use of diverse strategies. It is also argued that play helps contextualize mathematical operations, reduce anxiety related to errors, and create opportunities to experiment, formulate strategies, compare procedures, and construct meaningful learning. It is concluded that the intentional incorporation of play into teaching practice represents a relevant alternative to mechanical approaches and can promote more active, flexible, and contextualized mathematics learning.