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INTRODUCTION. Currently, university mathematics classes are required to be dynamic and creative; For this, crosswords represent a good alternative that encourages meaningful learning as well as motivation in the student. OBJECTIVE. Analyze the use of the crossword puzzle for the teaching and learning of the Mathematical Foundations subject in university students. METHOD. It was framed in a quantitative methodology, descriptive, with a cross-sectional field research design. The population was 36 students and the instruments were three crosswords and a satisfaction survey applied to the students. RESULTS. A high percentage of answers in the crosswords were correct, the marks obtained in the crosswords were satisfactory, the contribution of the crossword puzzle as a didactic strategy was outstanding, being distinguished mainly in the development of skills. DISCUSSION AND CONCLUSIONS. The crossword puzzle represented an effective and valuable teaching tool to facilitate the teaching process of learning mathematical content and thus promote meaningful learning in university students. It also provides useful information for the development and promotion of teaching strategies that help improve academic performance and it is suggested to conduct studies on this type of pedagogical tools in other subjects belonging or not to the mathematical field.

Crucigrama como estrategia para la enseñanza y aprendizaje de la matemática universitaria