Gamificación para la enseñanza de las matemáticas aplicado al 6 año de EGB de la Escuela Sagrado Corazón De Jesús

Abstract

Information and communication technology (ICT) seeks to facilitate the teaching process in students by creating new learning spaces where it is possible to share and socialize based on the digital resources that predominate today. However, educators are not prepared or have the necessary skills to implement technological tools in the classroom. For this reason, this research project focuses on the scarce use of digital resources to promote motivation in the area of Mathematics in the students of the Sacred Heart of Jesus Educational Unit, in order to execute the proposed objective " Design a didactic guide for the technological tool Quizz for gamification ”to promote motivation in learning continuously. In the same way, the research methodology is qualitative in nature with the descriptive, bibliographic method that are part of the inquiry process to collect relevant information on the problem. Similarly, at this stage of the process, techniques and instruments, a checklist and an observation guide were used as a complement to know the reality of the classroom. The search for information allowed to expand the knowledge about the problem that was raised from the beginning, obtaining as a result that teachers within the teaching-learning process use conventional resources of traditional models. Consequently, the problem is offered as a solution option to design a didactic guide of technological tools in the area of mathematics, with which it is intended to use a gamified methodology, aimed at teachers of the Educational Unit "Sagrado Corazón de Jesús". Therefore, this proposal is designed to promote motivation in the process of teaching mathematics to students, being feasible and easy to use for the teacher. The incorporation of gamification in the educational process has the function of being a motivational facilitator in the communication and exchange of knowledge and experiences. They are instruments for processing information and for acoustic management, source of resources, recreational environment and cognitive development. All this leads to a new way of elaborating a didactic unit and, therefore, of evaluating because the forms of teaching and learning change, the teacher is no longer the manager of knowledge, but rather a guide that allows orienting the student in front of their learning: In this aspect, the student is the "protagonist of the class", because it is he who must be autonomous and work in collaboration with his peers. For this reason, ICTs acquire importance in teacher training and not only in initial training, but throughout professional life, because more and more technologies play an important role in student learning, let us remember that, for example , the use of the Internet is gaining more and more followers, which implies that information is sought and found faster than within the school. For many teachers, the use of gamification implies certain disadvantages, such as learning to use technologies, updating equipment and programs, above all, implies taking time away from the workplace, which many teachers do not intend to access.