Basic education aims to develop fundamental skills that enable students to acquire knowledge at later stages. Strengthening skills in multiplicative combinations is crucial, as it helps students understand and apply key mathematical concepts, improving their reasoning ability and providing them with a solid foundation to face future academic challenges. The objective of this work is to analyze the impact of a methodological guide based on the Waldorf method on the development of memorization skills of multiplicative combinations in fifth-year students of basic education. The methodology used was the quasi-experimental design, with three phases: initial diagnosis, data processing, design of the methodological guide using the Waldorf method and validation of the guide, where instruments such as observation sheets and surveys to parents-teachers were applied to collect data on the performance and perceptions of students' skills. Regarding the results, it revealed that there is a significant relationship between the understanding of basic concepts and performance in multiplicative combinations. It was also found that a lack of confidence in mental calculations and difficulties in key concepts, such as multiplication, negatively affect performance in mathematical tasks. In conclusion, it is indicated that an active and participatory methodology, such as the one proposed based on the Waldorf method, can improve memorization and understanding of multiplicative combinations. In addition, the importance of adequate teacher training and family support to strengthen student learning in mathematics is highlighted.
Keywords: Mathematics; multiplicative combinations; teaching-learning process; Waldorf method