Impacto de la gamificación en el desarrollo del razonamiento matemático de estudiantes de Educación Básica Superior con dificultades de aprendizaje
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https://doi.org/10.63618/omd/ssjm/v4/n3/83Palabras clave:
gamificación, razonamiento matemático, dificultades de aprendizaje, Educación Básica Superior, aprendizaje de las matemáticasResumen
La gamificación se ha incorporado a la enseñanza de las matemáticas como una estrategia orientada a favorecer la participación y el aprendizaje, aunque su aporte al razonamiento matemático en estudiantes con dificultades de aprendizaje requiere mayor precisión. El estudio analizó su impacto en estudiantes de Educación Básica Superior mediante una revisión documental cualitativa, descriptiva y analítica, apoyada en PRISMA 2020; de 79 documentos identificados, 17 estudios publicados entre 2021 y 2026 integraron la matriz final. La evidencia mostró resultados favorables en resolución de problemas, exploración de estrategias, argumentación, motivación, persistencia y desempeño matemático, aunque con diferencias según diseño, población y tipo de intervención. Se concluye que la gamificación puede apoyar el razonamiento matemático cuando incorpora desafíos graduados, retroalimentación y oportunidades de revisión, pero todavía existen pocos estudios centrados simultáneamente en Educación Básica Superior, dificultades de aprendizaje y razonamiento matemático.
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Derechos de autor 2026 Cuascota-Ulcuango, Julio Ramiro, Vargas-Arteaga, Yender Jaime, Dávila-Sánchez, Darwin Fabián, Chicaiza-Bueno, Bryan Andres, Naranjo-Morán, Solange Esperanza (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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