In our schools, we notice students who are disinterested and unmotivated in learning mathematics. This is why the importance of this research, titled "Playful and Didactic Approaches: Learning Mathematics in the Students of the Santa Teresa Educational Institution in the Municipality of Cereté, Department of Córdoba – Colombia," lies in improving the teaching-learning process in mathematics by implementing playful and didactic pedagogical approaches. This research aims to analyze in detail the different strategies through learning theories, didactic approaches in mathematics, the use of games, technology in teaching students, and, of course, the evaluation of learning. Based on the results obtained, we seek to recommend the most appropriate strategies that align with the students' profiles, characteristics, and contexts. Likewise, we aim to enhance the students' cognitive, praxeological, and axiological competencies. The research is approached from a constructivist-social pedagogical perspective, which places the students as the protagonists of the entire process, taking into account their different conditions to foster autonomy, responsibility, and critical thinking, thus addressing the apathy, fears, and uncertainties that the learning of this subject often generates. The research concludes that the integration of innovative approaches in the teaching-learning process helps to develop well-rounded individuals capable of thriving in any environment, thereby ensuring that, in the near future, they become professional citizens who contribute to society in all its dimensions.