Gamification as a didactic strategy for teaching Mathematics in elementary education
DOI:
https://doi.org/10.5281/zenodo.14816610Keywords:
gamification, teaching-learning, didactics, educational strategies, elementary educationAbstract
The study aimed to develop a methodological proposal by applying gamification strategies to encourage mathematics learning among elementary school students at the Sathya Saim Fiscomisional Educational Unit (Sucre, Bahía de Caráquez, Manabí). The research employed qualitative and quantitative methods; in the qualitative approach, interviews and observations were used, as they were considered the most appropriate for profoundly understanding the topic under investigation. In the quantitative approach, the survey technique was applied, facilitating data collection and interpretation regarding gamification as a strategy in Mathematics. The study involved 30 students and four teachers who underwent a diagnostic process in which gamification strategies were implemented to assess their feasibility in Mathematics. As a result of this investigative process, it was found that gamification is a motivating tool that promotes the use of innovative strategies by teachers, strengthening students’ knowledge and enriching the didactics, which improved the teaching-learning process in Mathematics.
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Data Availability Statement
The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.
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Copyright (c) 2025 Cruz B. Zambrano (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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