Application of mathematical games to improve motivation and learning in elementary general basic education students.
DOI:
https://doi.org/10.70577/vmvb7m08Keywords:
Mathematical Games, School Motivation, Mathematics Learning, Elementary Basic Education, Didactic Strategies, Educational GamificationAbstract
Objective: To analyze the effect of mathematical games application as a didactic strategy to strengthen motivation and learning in elementary level students at María Teresa Dávila de Rosania Basic Education School in Quito, Ecuador. Method: A quasi-experimental design with pretest-posttest in a single group was employed using a mixed-methods approach. Forty-five elementary level students participated, selected through non-probabilistic convenience sampling. A Likert-type scale measuring mathematics motivation and an academic achievement test were administered before and after an eight-week intervention based on mathematical games. Semi-structured teacher interviews complemented the data collection. Quantitative analysis included paired samples t-test with effect size calculation (Cohen's d), while qualitative data were processed through thematic content analysis. Results: Statistically significant differences were found between pretest and posttest in both motivation (t = 5.82, p < .001, d = 0.87) and academic achievement (t = 6.14, p < .001, d = 0.92). Teachers reported substantial improvements in student participation, interest, and attitude toward mathematics. Conclusions: Mathematical games constitute an effective didactic strategy for increasing intrinsic motivation and improving mathematics learning at the elementary level, with practical implications for pedagogical transformation in Latin American educational contexts.
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