El Aprendizaje basado en Juegos.: Caso de Estudio con docentes de Educación Básica

Abstract

Abstract: The integration of play in the teaching of mathematics in early childhood represents a great challenge for current education, since it requires a holistic and multidisciplinary approach that not all institutions are willing to adopt. This research aims to analyze how the implementation of game-based learning motivates third-year students of Basic General Education (EGB) in mathematics. Using a case study with an interpretive paradigm and a qualitative approach, data were collected through motivation surveys. Initial results showed specific problems in the perception of pleasure, usefulness, confidence and perception of fun in the proposed activities, attributable to the traditional teaching approach. Four playful activities were developed and applied in the classroom, after which the data collection instruments were applied again. The analysis revealed that the playful approach significantly improved the previously mentioned factors, especially in terms of enjoyment, decreased anxiety, demotivation and increased fun. It is concluded that the use of playful strategies in teaching mathematics improves children's perception, enjoyment, usefulness, confidence and motivation during classes.