Este articulo ofrece una ludica denominada “El Comercio de Canicas”, disenada para complementar la clase magistral de programacion lineal (PL) con elementos practicos que permitan incorporar principios constructivistas, aprendizaje colaborativo y basado en problemas, en los procesos de ensenanza-aprendizaje de: modelacion, resolucion y analisis de sensibilidad, y a su vez, vincularlos con el contenido de otras asignaturas. Desde el punto de vista academico se llena un vacio de conocimiento en el ambito especifico para el que fue desarrollado, y ademas, a nivel general subyace informacion util para docentes, estudiantes e investigadores, como: ideas para trabajos futuros y elementos metodologicos que sirven de guia para estudiar y generar otras herramientas de apoyo a cursos magistrales. A nivel practico, dado su diseno, simplicidad y accesibilidad a los materiales que se requieren, puede ser desplegada tal cual en cursos de PL de cualquier institucion educativa. A modo de validacion, la ludica es desplegada exitosamente en uno de los cursos de PL de la Universidad de Antioquia (Colombia), exponiendose en este articulo aspectos que mas gustan, lecciones aprendidas y oportunidades de mejora. “MARBLES MARKETPLACE”: SUPPORT TOOL FOR THE TEACHING-LEARNING EXPERIENCE OF LINEAR PROGRAMMING ABSTRACT This paper proposes a game called “Marbles Marketplace”, designed to complement theoretical classes of linear programming (LP) with practical elements that allow us to incorporate constructivist principles and collaborative learning based on problems on the teaching-learning process of modeling , resolution and sensitivity analysis, and in turn, to link them with topics from other courses. From the academic point of view, a gap in knowledge is filled in the specific field for which the article was developed, and besides, at a general level, there is information for faculty, students and researchers, such as: ideas for future work and methodological elements that serve as a guide to study and generate other tools to support theoretical courses. On a practical level, given its design, simplicity and accessibility of the materials needed, the game can be deployed as it is on PL courses of any educational institution. As a way of validation, the game is successfully deployed in one of the PL courses at the University of Antioquia (Colombia); in this article we show aspects that participants seemed to like the most, the lessons learned and opportunities for improvement. Keywords: Game, Linear programming, Teaching operations research, Problem-based learning, Collaborative learning.