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Gamificación en la enseñanza secundaria de matemáticas: análisis de secuencias didácticas en trabajos de fin de máster de futuros docentes

  • Alexandre Cortés [1] ; Adriana Breda [1] Árbol académico ; Alicia Sánchez [1]
    1. [1] Universitat de Barcelona

      Universitat de Barcelona

      Barcelona, España

  • Localización: Enseñanza y aprendizaje en la era digital desde la investigación y la innovación / coord. por Fabrizio Manuel Sirignano, Rosabel Martínez Roig, Alexander López Padrón, 2024, ISBN 978-84-1079-000-1, págs. 65-75
  • Idioma: español
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  • Resumen

    • The instruction of mathematics often poses significant challenges for educators and students,as reflected in the high failure rates of Spain. For instance, PISA reports highlight a decline in the averagemathematics scores of Spain from 2012-2022, exacerbated by high maths anxiety levels compared toOECD and EU averages. Innovative methodologies have become crucial in enhancing maths education.Active methodologies, such as gamification, have gained popularity for their potential to engage andmotivate students. This study examines how future teachers in a secondary education master’s programincorporate gamification into their instructional sequences. Analysing 319 master’s thesis from 2020-2023, the study identifies fully gamified instructional sequences and evaluates them using the DidacticSuitability Criteria of the Ontosemiotic Approach. Findings indicate that while gamified instructionalsequences are increasing, they remain a minority. The study reveals improvements in epistemic, cognitive,and interactional suitability through gamification but notes challenges in mediational and affectivesuitability, particularly regarding time management and always achieving student motivation. However,regarding the affective suitability, it remains to be seen if a previous or a longer implementation of gamificationcould lead to improvement due to preventing mathematics’ frustration. With continued effortand the creation of spaces for expressing frustration, it might motivate students who are disengaged withmathematics, improving the affective suitability. Despite these difficulties, gamification shows promiseas an effective tool for enhancing mathematics learning

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