Gamificación como una estrategia didáctica para facilitar el proceso de enseñanza-aprendizaje de las operaciones básicas de matemática.

Abstract

The teaching-learning process of mathematics is fundamental in education, and its research is vital to improve the quality of education. The study in this field allows the development of didactic strategies that facilitate the understanding and application of mathematical concepts. The present work aims to implement gamification as a didactic strategy to contribute to the teaching-learning process of basic mathematical operations in the eighth grade of General Basic Education at the Roberto Rodas Educational Unit. A methodology with a socio-critical paradigm, mixed approach and pre-experimental design is framed. The population included 15 students and one teacher. The instruments used are a pretest, posttest, field diaries, questionnaire and questionnaire guide. During the research process, students' academic performance is initially evaluated, then a micro-curricular planning that incorporates gamification is designed. Then, the classes are carried out and, finally, the effectiveness of the strategy is evaluated. The findings show a significant difference between the averages obtained in the pretest (4,75) and posttest (7,33). In addition, the analysis of the indicators shows an efficiency of the applied strategy. In conclusion, gamification as a didactic strategy improves the academic performance of students in the eighth grade of General Basic Education, while fostering the development of key skills such as decision-making, critical thinking and problem solving. This work provides evidence for teachers who seek to design and implement effective didactic strategies in the learning of mathematics in basic education.