Gamificación para favorecer el desarrollo del proceso de enseñanza aprendizaje de la suma y resta con fracciones en séptimo año de EGB desde una perspectiva inclusiva.

Abstract

The following research applied gamification and didactic materials in the teaching-learning process of addition and subtraction of fractions in seventh grade, all of it under an inclusive perspective. The theoretical foundation was supported and based on the curricular competences in inclusive education, and the concept of games and gamification by Teixes (2015) and Gaviria (2021). Additionally, the research was made with a qualitative approach and several techniques were implemented to collect data, such as; a semi-structured interview, a field diary, and assessments at the beginning and ending of the study. The initial assessment showed the students’ lack of mastery in both addition and subtraction of fractions. Applying gamification improved students’ motivation, attention and overall participation, increasing the understanding of doing calculations and inclusive practice within the classroom. Nevertheless, difficulties were encountered when applying the techniques related to selecting materials, time of preparation and lack of flexibility. Finally, this research highlights the importance of gamification in inclusive education and provides evidence of its positive in impact on students as it shows the limitations and challenges when implemented.