Resumo

VELASCO GUARDIAS, Angélica María; MONTIEL BAUTISTA, Susana  e  RAMIREZ GARCIA, Susana. Educational Videos as a Disruptive Tool to Support the Learning Process of Subtraction and Multiplication Algorithms in Second Grade Primary School Children. Educación [online]. 2018, vol.42, n.2, pp.149-169. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.24236.

The present investigation was carried out to strengthen the teaching of mathematics. The topic selected was the competence to develop one digit subtraction and multiplication algorithms for second grade children, whose ages range between 8 and 9 years. As a sample of study, 24 children were chosen, 5 out the total with learning difficulties. It is a quantitative research with an experimental design. The instruments used were: observation, two tests of specific skills and an interview analyzed under two categories. The concepts and the use of educational videos worked as the research base. The research question was: what effects are evidenced when implementing educational videos as a disruptive tool to support the process of subtraction and multiplication learning in children in second grade? The objective of the research was to: implement the use of tutorial videos as an educational resource to strengthen the process of teaching subtraction and multiplication in second grade children with and without learning difficulties. The evidence-based effects of the use of videos were: increase in the periods of attention and concentration, more confidence in the execution of new exercises, the development of the skills was directly related to the number of times the videos were viewed. The main findings were: children with attention deficit disorder (ADD) and dyslexia that may be accompanied by dyscalculia benefited from watching the videos. Regarding children who do not have learning difficulties, it was determined that they used them as a source of study and consultation. This project demonstrates that the use of videos in education helps children with cognitive difficulties and supports the study process of students who do not have learning difficulties. The videos used are of own authorship and are available on YouTube.

Palavras-chave : educational videos; dyscalculia; disruption; learning.

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