Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics
The studies of gamification in education have increased due to the difficulty of the teaching staff to tackle rigid learning. In this sense, mathematics is complex for didactics in schooling. Therefore, this research describes two quantitative studies, with experimental design. The purpose was to de...
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| Publicado en: | Apuntes Universitarios |
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| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2019
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| author | Holguin-Alvarez, Jhon Villa Córdova, Gloria María Tafur Medrano, Lizbeth Maricielo Chávez Álvarez, Yasmín Iveth |
| author_browse | Chávez Álvarez, Yasmín Iveth Holguin-Alvarez, Jhon Tafur Medrano, Lizbeth Maricielo Villa Córdova, Gloria María |
| author_facet | Holguin-Alvarez, Jhon Villa Córdova, Gloria María Tafur Medrano, Lizbeth Maricielo Chávez Álvarez, Yasmín Iveth |
| author_sort | Holguin-Alvarez, Jhon |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | The studies of gamification in education have increased due to the difficulty of the teaching staff to tackle rigid learning. In this sense, mathematics is complex for didactics in schooling. Therefore, this research describes two quantitative studies, with experimental design. The purpose was to determine the effects of two types of gamification: a) selfconstructive and b) ethnocultural, in the variables learning of addition and subtraction and problem solving respectively. We included 80 fourth grade students in experiment A (M = 10.3 years old, SD = 1.54), and in experiment B we induced 36 first grade students (M = 6.4 years old, SD = 1.36). We used two instruments: Problem Solving Test and Measurement Test for Learning Addition and Subtraction. From experiment A, we concluded that, ethnocultural techniques developed the resolution of problems with significant effects in the experimental group, the subjects of this experiment developed problems of comparison and equalization with better statistical indicators. Experiment B concluded that the effects were positive in the learning of addition and subtraction operations; with more benefits for the algorithmic and symbolic representation. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/381 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/3812020-06-17T13:15:59Z Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics Evidencias pedagógicas de gamificación: autoconstrucción y etnoculturalidad de aprendizajes matemáticos Holguin-Alvarez, Jhon Villa Córdova, Gloria María Tafur Medrano, Lizbeth Maricielo Chávez Álvarez, Yasmín Iveth gamification autonomous learning ethnocultural technique problem resolution mathematical operations. operaciones matemáticas gamificación aprendizaje autónomo técnica etnocultura resolución de problemas operaciones matemáticas The studies of gamification in education have increased due to the difficulty of the teaching staff to tackle rigid learning. In this sense, mathematics is complex for didactics in schooling. Therefore, this research describes two quantitative studies, with experimental design. The purpose was to determine the effects of two types of gamification: a) selfconstructive and b) ethnocultural, in the variables learning of addition and subtraction and problem solving respectively. We included 80 fourth grade students in experiment A (M = 10.3 years old, SD = 1.54), and in experiment B we induced 36 first grade students (M = 6.4 years old, SD = 1.36). We used two instruments: Problem Solving Test and Measurement Test for Learning Addition and Subtraction. From experiment A, we concluded that, ethnocultural techniques developed the resolution of problems with significant effects in the experimental group, the subjects of this experiment developed problems of comparison and equalization with better statistical indicators. Experiment B concluded that the effects were positive in the learning of addition and subtraction operations; with more benefits for the algorithmic and symbolic representation. Los estudios de gamificación en educación se han incrementado debido a la dificultad del profesorado para abordar aprendizajes rígidos. En ese sentido, las matemáticas son complejas para la didáctica en escolaridad. Por ello, en el presente estudio se describen dos estudios de corte cuantitativo, con diseño experimental, con el propósito de determinar los efectos de dos tipos de gamificación: a) autoconstructiva y b) etnocultural, a partir de las variables “aprendizaje de la adición y sustracción” y “resolución de problemas” respectivamente. Se incluyeron 80 estudiantes de cuarto grado de primaria en el experimento A (M= 10.3 años; D.E.= 1.54), y en el experimento B se indujo a 36 estudiantes de primer grado (M= 6.4 años; D.E.= 1.36). Para esta investigación se utilizaron dos instrumentos: Prueba de resolución de problemas y Prueba de medición para el aprendizaje de la adición y sustracción. Del experimento A, se concluye que las técnicas etnoculturales desarrollaron la resolución de problemas con efectos significativos en el grupo experimental; los sujetos de dicho experimento desarrollaron problemas de comparación e igualación con mejores indicadores estadísticos. Por su parte, el experimento B concluye que los efectos fueron positivos en el aprendizaje de operaciones de adición y sustracción, con más beneficios para la representación algorítmica y simbólica. Universidad Peruana Unión 2019-07-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/381 10.17162/au.v9i3.381 Apuntes Universitarios; Vol. 9 Núm. 3 (2019): Revista de Investigación Apuntes Universitarios; 47-66 2304-0335 2225-7136 10.17162/au.v9i3 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/381/pdf https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/381/522 10.17162/au.v9i3.381.g435 Derechos de autor 2019 Jhon Holguin-Alvarez, Gloria María Villa Córdova, Lizbeth Maricielo Tafur Medrano, Yasmín Iveth Chávez Álvarez |
| spellingShingle | gamification autonomous learning ethnocultural technique problem resolution mathematical operations. operaciones matemáticas gamificación aprendizaje autónomo técnica etnocultura resolución de problemas operaciones matemáticas Holguin-Alvarez, Jhon Villa Córdova, Gloria María Tafur Medrano, Lizbeth Maricielo Chávez Álvarez, Yasmín Iveth Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics |
| title | Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics |
| title_alt | Evidencias pedagógicas de gamificación: autoconstrucción y etnoculturalidad de aprendizajes matemáticos |
| title_full | Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics |
| title_fullStr | Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics |
| title_full_unstemmed | Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics |
| title_short | Pedagogical evidence of gamification: self-construction and ethnocultural learning of mathematics |
| title_sort | pedagogical evidence of gamification self construction and ethnocultural learning of mathematics |
| topic | gamification autonomous learning ethnocultural technique problem resolution mathematical operations. operaciones matemáticas gamificación aprendizaje autónomo técnica etnocultura resolución de problemas operaciones matemáticas |
| topic_facet | gamification autonomous learning ethnocultural technique problem resolution mathematical operations. operaciones matemáticas gamificación aprendizaje autónomo técnica etnocultura resolución de problemas operaciones matemáticas |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/381 |
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