Gamificación en el área de matemáticas para estudiantes del sexto año de Educación General Básica de la Unidad Educativa Ativa República del Ecuador: sistematización de experiencias de las prácticas

Abstract

The present research work is aimed at systematizing tow educational projects called THINK, the same ones that were developed in the virtual modality in the educational institutions ¨Remigio Romero y Cordero¨ and ¨Ignacio Escandón¨ in the seventh and sixth years of Basic General Education respectively. The investigations were directed to investigate the application of the video game as a didactic strategy and the activities of augmented reality (3D) to mathematical contents for the achievement of playful learning. The research problem focuses on the systematization of investigative practices, its critical reflection on gamified mathematical learning. This systematization has taken part of categorized aspects such as the strategy for the gamification of mathematical learning the middle sublevel and the augmented reality that constitutes an innovative didactic trend for the teaching-learning of the students of the middle sublevel of EGB. Taking all these aspects, the following research objective has been developed. Propose a strategy aimed gamifying mathematical learning the middle sublevel of EGB. To enhance the research, the systematization methodology of the practice defined by Jara (2018) is assumed, which allows the historical reconstruction of the lived experience, the reflection of the critical elements through actions aimed at transforming reality. In addition, it is based on the methodological foundations of qualitative research, its techniques such as participant observation, documentary analysis, interview and qualitative instruments for the systematization of information. This work proposes as a main result a strategy focused on gamification that contributes to the mathematical learning of the students in the middle sublevel focused on video game and augmented reality. The knowledge achieved through the systematical carried out contributes to transforming didactic conceptions about play towards innovative actions typical of gamification in the teaching-learning process of mathematics, whose updating is understood from gamification. As main conclusion, the contribution to the interpretation of meaning coming from the practice for the construction of the mathematics didactics based on the most current theories and research results on the gamification of the learning.