Gamificación para mejorar la resolución de problemas de cantidad en sexto grado de primaria
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Date
2025-10
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Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación de enfoque cualitativo correspondiente al diseño investigación-acción tuvo como objetivo mejorar la resolución de problemas de cantidad mediante la gamificación en estudiantes de sexto de primaria de una Institución educativa pública. Esta población evidenciaba desinterés y bajo rendimiento académico en el área de Matemática particularmente en la competencia de resolución de problemas de cantidad. En respuesta a esta problemática, se diseñó e implementó un plan de acción basado en la metodología de la gamificación desarrollado a través de sesiones de aprendizaje. La recolección de datos se realizó mediante las técnicas de observación y grupo focal, utilizando como instrumentos el diario de campo, la guía de observación y la guía de grupo focal. Posteriormente, la información fue sometida a un proceso de triangulación. Los resultados evidencian que la gamificación influye de manera significativa en la mejora de la resolución de problemas de cantidad. A lo largo de las fases del proceso gamificado, se observaron acciones concretas que revelaron el desarrollo de las habilidades necesarias para abordar eficazmente este tipo de problemas.
This qualitative research, using an action-research design, aimed to improve problem-solving skills related to quantities through gamification among sixth-grade students at a public educational institution. This group of students demonstrated a lack of interest and low academic performance in Mathematics, particularly in the competency of solving quantity-related problems. In response to this issue, an action plan was designed and implemented based on the gamification methodology, carried out through structured learning sessions. Data collection was conducted through observation and group focal techniques, using a field journal, an observation guide, and a group focal guide as instruments. The collected data were subsequently subjected to a triangulation process. The results show that gamification significantly influences the improvement of problem-solving skills related to quantities. Throughout the stages of the gamified process, concrete actions are observed that reflect the development of the skills necessary to effectively tackle this type of problem.
This qualitative research, using an action-research design, aimed to improve problem-solving skills related to quantities through gamification among sixth-grade students at a public educational institution. This group of students demonstrated a lack of interest and low academic performance in Mathematics, particularly in the competency of solving quantity-related problems. In response to this issue, an action plan was designed and implemented based on the gamification methodology, carried out through structured learning sessions. Data collection was conducted through observation and group focal techniques, using a field journal, an observation guide, and a group focal guide as instruments. The collected data were subsequently subjected to a triangulation process. The results show that gamification significantly influences the improvement of problem-solving skills related to quantities. Throughout the stages of the gamified process, concrete actions are observed that reflect the development of the skills necessary to effectively tackle this type of problem.
Description
Keywords
Gamificación, Resolución de problemas de cantidad, Matemática, Educación primaria, Investigación-acción