Fortalecer el pensamiento numérico por medio de juegos tradicionales en los niños del grado séptimo de la Institución educativa técnica agropecuaria Mariano Melendro

https://drive.google.com/drive/folders/1XtdFA1905sZ1lcKhMvkrdtE9YukwlYB2?usp=drive_linkEl documento presenta una propuesta pedagógica para fortalecer el pensamiento numérico en estudiantes de séptimo grado de la Institución Educativa Técnica Agropecuaria Mariano Melendro a través de la implementación de juegos tradicionales en el proceso de enseñanza-aprendizaje de matemáticas, ya que se identifica desmotivación y baja participación de los estudiantes en esta área, por lo que la propuesta se centra en la incorporación de juegos tradicionales para promover habilidades sociales, cognitivas y matemáticas, con el objetivo de promover la participación activa, la autonomía del estudiante y un aprendizaje significativo. La implementación de la propuesta demostró un aumento en el interés y la participación de los estudiantes, así como el desarrollo de habilidades como el pensamiento crítico y la resolución de problemas. Se identificaron áreas de mejora en la evaluación formativa y la retroalimentación individualizada, concluyendo que una planificación didáctica personalizada es clave para el éxito del proceso de enseñanza-aprendizaje.The document presents a pedagogical proposal to strengthen numerical thinking in seventh grade students of the Mariano Melendro Agricultural Technical Educational Institution through the implementation of traditional games in the mathematics teaching-learning process, since demotivation and low participation are identified. of students in this area, so the proposal focuses on the incorporation of traditional games to promote social, cognitive and mathematical skills, with the aim of promoting active participation, student autonomy and meaningful learning. The implementation of the proposal demonstrated an increase in student interest and participation, as well as the development of skills such as critical thinking and problem solving. Areas of improvement were identified in formative evaluation and individualized feedback, concluding that personalized didactic planning is key to the success of the teaching-learning process

Diminishing benefits of urban living for children and adolescents’ growth and development

Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being1–6. Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was <1.1 kg m–2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified