Gamificación en el aula de matemáticas en grado cuarto en torno al desarrollo del lenguaje y el pensamiento matemático

Abstract

This thesis focuses on the implementation of role-playing games as a pedagogical strategy in the mathematics classroom, with the aim of fostering the development of logical-mathematical thinking, communication, and cooperation among basic education students. The proposal was structured through an organized process consisting of several phases: theoretical foundation, design, implementation (application), and analysis or transformative phase. In the theoretical foundation phase, the conceptual frameworks supporting the proposal were established, addressing gamification, role-playing games, imagination, learning environments, and the importance of play in knowledge construction. This foundation made it possible to understand the potential of play as a pedagogical mediation that goes beyond recreation, integrating cognitive, communicative, and socio-emotional aspects into the educational process. Subsequently, in the design phase, the role-playing game “The Sea of the Five Suns” was developed, structured as a narrative world with rules, characters, objectives, and specific dynamics. Elements such as races, islands, a progression system, cards, markets, and types of challenges were defined, particularly mathematical puzzles involving basic operations, logical reasoning, and spatial thinking. This phase aimed to ensure coherence between the game’s narrative and the pedagogical objectives, allowing each element to contribute to the learning experience. The application phase corresponded to the implementation of the game in the classroom with a group of students. Over several sessions, participants gradually engaged with the narrative, assumed roles, explored the board, solved challenges, and made strategic decisions. Throughout the process, an increase in motivation, active participation, and engagement with the game was observed. Likewise, progress was noted in solving mathematical problems, as well as in communication and cooperation, especially in the formation of alliances and shared decision-making. Finally, in the transformative phase, a systematic analysis of the experience was conducted, identifying the achievements, challenges, and learning outcomes derived from the implementation. It was found that the role-playing game allowed mathematics to be integrated into a meaningful context, where students not only solved exercises but also made decisions, analyzed situations, and reflected on their actions. Additionally, areas for improvement were identified, such as the board design, where some spaces lacked interaction, leading to proposed adjustments to ensure that each move contributes to enriching the gaming experience. Overall, the study demonstrates that role-playing games can serve as an effective pedagogical strategy in the mathematics classroom by promoting active, meaningful, and contextualized learning. It is also concluded that the proposal is adaptable to different educational levels, as the mathematical challenges can be modified according to contextual needs while maintaining the narrative structure of the game as the central element of the experience.