It seems that touching, building and playing with tangible elements is not a serious thing. Thus, one who wants to learn mathematics (or, better, to pass mathematics) has to be a person touched with the mathematical gene and with a great disposition to assimilate names, properties and algorithms. Recipes and more recipes.
However, there are many mathematicians and pedagogues who have emphasized the need to learn by doing, manipulating and playing.
They allow reflection on mathematical concepts and properties. This reflection is the basis for constructing one's own mathematical ideas.
They recreate different situations that in a textbook are presented in a static and limited way which produces not few mistakes and gaps in the boys.
They promote interest in the subject and collaborate to banish the typical image of an inert and boring subject.
They produce enthusiasm and enthusiasm for mathematics. They are often activities that they feel like doing and teaching others.
They help both introduce a topic and understand processes or discover properties.
They reinforce useful and necessary automatisms to advance in mathematics.
They make individual work possible. They adapt to the needs of each student, and teamwork as they give rise to debate, contrast of ideas and collective work.
They are very useful for working skills and abilities that are necessary for solving problems.
They reinforce the self-esteem at the same time that they generate autonomy in the learning.
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