La gamificación en el proceso de aprendizaje de las matemáticas en el bachillerato para casos de estudiantes con vulnerabilidad

Abstract

Recreational activities allows to eliminate an education framed in the traditional to make way for a flexible, participatory, dynamic and innovative one for students, where they are provided with a quality education based on equity and equal conditions for all students, especially in those who present a situation of vulnerability. In this way, the main theoretical references are gamification, vulnerability in students, the approach to mathematics from gamification. Therefore, the general objective of the research is to analyze the learning of mathematics in students with vulnerability in the second year of Baccalaureate in the "César Dávila" Educational Unit. To achieve this objective, the socio-critical paradigm was used, with a mixed approach, where a survey was applied to twenty-seven students from parallel "A" and an interview with a teacher. Among the results, a low performance in the subject can be mentioned, the teaching is maintained under a behavioral approach, nor does it use gamification as a pedagogical tool. This led to the intervention proposal, which contains 9 plans that cover the canonical Equation theory of the circumference with center (h,k), pre-test, post-test and gamified practical classes based on the theory. It was concluded that gamification for student learning in the area of mathematics allows reaching an extremely extensive level of knowledge thanks to the diversity of playful activities that can be implemented.