How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology?

Abstract

This article is a teaching proposal concerning arithmetic problems of mathematics to help teachers in initial training in mathematics and teaching mathematics in the classroom with the use of Gamification. Thus, the objective of this article is to investigate what contributions didactic engineering and digital technologies using gamification in full-time high school teaching can be helpful with the contents of basic operations. The methodology applied with the games was based and structured on the Didactic Engineering research methodology, being exploratory research of a qualitative nature to familiarize the mathematical problems with the use of Digital Technologies. The results were categorized based on the phases of preliminary analysis, a priori analysis, experimentation, and a posteriori analysis and validation. Conclusions that the use of applied problems brought out the validation of the strategies applied in the classroom. Therefore, the expected results were positive in the teacher's view of the way the two games were planned in Google Presentations and in supporting the students in the teaching and learning processes of Mathematics.

Comedian Mathematical Thinking: An Islamic Examination of Inductive, Deductive, and Analogy Approaches in the Creation of Stand-Up Comedy Material

“…The higher the sensitivity to comedy or sense of humor in learning mathematics, the more fun and interesting the situations become (Mustakim & Ngaliyah, 2023;Nasiha et al, 2023;Pradana & Uthman, 2023;Rachmawati et al, 2023). Comedy, when used appropriately in the classroom, can provide a momentary release of tension and enhance pedagogical activities (Santiago, 2023;Segara et al, 2023;Sugianto, 2023;. Stand-up comedy, which has gained popularity in Indonesia, can be a suitable type of comedy to incorporate in the learning process .…”