Gamification strategy for the improvement of the teaching-learning of operations with decimal numbers in fifth year

Abstract

Introduction: Gamification is a plausible alternative for improving the teaching and learning of mathematics. Materials and methods: This research used different materials, theoretical and empirical methods, techniques and instruments with a mixed approach. Taking into account the idea to be defended, the strategy was specified as an independent variable and the degree of improvement in the teaching and learning of said operations as a dependent variable. The population consisted of 54 fifth-year students from the Marco Aurelio Subía Martínez elementary school. From this sample, the 28 students from the "A" parallel and the teacher who taught them the subject Mathematics were taken in order to carry out assessments of the teaching and learning process. Additionally, other teachers were consulted on certain aspects related to the diagnosis and validation of the strategy. Results: A gamification strategy is proposed for teaching and learning operations with decimal numbers. It is structured in four application stages: diagnosis, planning, implementation, and evaluation, each with a specific objective and concrete actions that guide the teacher in its execution. Discussion: It considers the use of the Genially Breakout-Escape Room template as a versatile digital tool that allows for the creation of interactive and engaging gamified experiences. Conclusions: The proposed strategy for teaching and learning operations with decimal numbers in the fifth grade of Marco Aurelio Subía Martínez Elementary School, which is based on the use of new technologies and gamification, favors the creation and development of collaborative and motivating activities, and allows for superior results in this process.