Innovación docente universitaria: impacto de las TIC, la neurociencia y el juego en el aprendizaje de las matemáticas

• Marcos Procópio ^[1] ; Raquel Fernández Cézar ^[1] ; Leandra Fernandes Procopio ^[2] ; Benito Yáñez Araque ^[1]
  1. [1] Universidad de Castilla-La Mancha

     Universidad de Castilla-La Mancha

     Ciudad Real, España

     
  2. [2] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, 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. 320-329
• Idioma: español
• Enlaces
  • Texto Completo Libro
• Resumen

  • Universities are a central part of the educational system, particularly in higher education, not only in knowledge production but also in transforming teaching methodologies. This paper presents a case study on the implementation of a game-based methodology with future teachers of a dual-degree university program for primary and early childhood education. It is focused on the combination of information and communication technologies (ICT), specifically Scratch and GeoGebra, with the principles of neuroscience for mathematics education. The participants were 28 future teachers, with whom game-based learning (GBL) was used in mathematics exercises, to provide them with strategies for educating future primary education pupils (ages 7 to 11). Key mathematics concepts included plane and spatial geometry, requiring future teachers to design game-like activities, emulating the problem-solving approaches of children. The final point of the educational proposal involved final presentations demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The results emphasised that the reality of teaching mathematics and the preconceived notions of future teachers diverge. Moreover, these findings foster the integration of neuroscience into education through GBL, but also the need for the application of neuroscientific evidence to optimise learning outcomes emerges.

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