Gamificación para el desarrollo de competencias lógico-matemáticas en estudiantes del cuarto año de EGB

Karina Vaneza  Gavilanes Guzman; Deida Irlanda  Verdezoto Verdezoto; Wilber  Ortiz Aguilar

doi:10.51736/sa.v7iEspecial 6.412

Authors

Karina Vaneza Gavilanes Guzman Millennium Educational Unit José de San Matín, Ecuador https://orcid.org/0009-0004-1331-9085
Deida Irlanda Verdezoto Verdezoto Millennium Educational Unit José de San Matín, Ecuador https://orcid.org/0009-0007-2852-2723
Wilber Ortiz Aguilar Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0002-7323-6589

DOI:

https://doi.org/10.51736/sa.v7iEspecial%206.412

Keywords:

gamification, logical-mathematical competences, skills, mathematics teaching-learning, mathematics teaching-learning

Abstract

The development of mathematical competencies through innovative pedagogical strategies is a relevant topic of growing interest in contemporary academia. The present study addressed the design of a gamification strategy for the development of logical-mathematical competencies in students in the fourth year of General Basic Education. The research was carried out in a rural Ecuadorian school to evaluate the impact of gamification on the development of these skills. The results showed significant improvements in students' logical-mathematical skills, supported by standardized evaluative activities, surveys and the corresponding statistical tests for pretest-posttest comparative analysis. Descriptive statistical methods were also applied to organize the information by means of tables and graphs of absolute and relative frequencies. A positive impact was observed in problem solving and in the variety of strategies used, although no significant differences were found in the connections between mathematical concepts. Students showed a positive perception towards the effectiveness of games in mathematics learning, mainly in aspects related to motivation, interest, understanding and participation in mathematics learning through games. Teachers perceived the strategy as effective and relevant. They perceived that gamification was useful in facilitating student learning and that the planning and execution of the strategy were well adjusted to the educational objectives, which reflects a favorable perception of the feasibility and positive impact of this methodology.

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