Cuisenaire rules: a forgotten strategy for the teaching of mathematics in basic education

Abstract

This research of a qualitative nature, presents through a case study, the answer to the question, “What is the level of relevance given by the teachers in school and the ones in service to the use of the Cuisenaire rules as an effective didactic material in the use teaching of mathematics in primary school?”, Through capture, analysis, systematization and obtaining the results from two focal groups; One made up of 8^th semester students of teacher colleges, soon to graduate through a document referring to the mathematical skills of the children in primary education and the other group made up by teachers in service that utilize Cuisenaire rules as didactic material for the teaching of mathematics in school, respecting the constructive and functional focus, both with experience in the use of this material. Saving a series of evidence according to Yin’s (1994) proposal, respecting the trust indexes, through interviews, the direct observation, and statistical data allowed an approach to the previously mentioned groups, to write, interpret and comprehend the perspective of those involved in a social reality. It is important to mention this is the first of three approaches to the research of the use of Cuisenaire rules, as a following in the real impact of teaching mathematics to students of diverse contexts in primary schools in the state of Chihuahua.