The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

Abstract

The addition of gamification to the classroom as a methodological tool means that the teacher’s opinion about this has become an inflection point that can affect its use or not in the classroom. In this sense, the main objective of the present article is to explore the opinion of future Early Childhood education teachers on the use of this resource for the development of the mathematics curriculum at this education stage and to obtain an explanatory model that explains it. The design of the study utilized a descriptive perspective and a cross-sectional quantitative focus through a quantitative exploratory study. For data collection, an ad hoc questionnaire was utilized, which was administered to a sample of 232 teachers-in-training. The main result obtained was that the future early childhood education professionals considered that gamification could be a resource for the learning of specific mathematics contents, and this was shaped around a model of two elements. On one hand, the development of mathematical thinking, and on the other, the establishment of relationships between mathematical concepts. Lastly, we can conclude that elements such as age or gender do not determine the perception of the use of gamification in the early childhood education classroom.

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

“…The following conclusions are presented regarding the Flipped Learning model, Project-Based Learning, and Gamification for mathematics teachers in the Autonomous City of Melilla. Despite the multiple advantages of the application of the Flipped Learning model [32], the Project-Based Learning model [54], and Gamification [71] methodologies, no clear indicators are observed. Some variables show a significant positive impact-such as the case of the exchange of information and content through online spaces (CIC), the participation and collaboration in center projects related to digital technologies (PPC), and the use of educational software to teach mathematics (SEA).…”

“…With appropriate pedagogical criteria and the guidance of the mathematics teacher, gamification can significantly impact students' mathematical learning [70]. Some improvements are observed in the development of mathematical thinking by students, in the establishment of relationships between mathematical concepts [71], and their academic performance [24]. Given the above reasoning, Gamification can be employed at all academic levels or educational contexts to teach mathematics [63,71].…”

“…Likewise, the data obtained related to indicator C.5 "Communication and Collaboration" could indicate that the use of technologies by the mathematics teacher for communication and collaboration among the educational community did not have a significant impact on Gamification either. Nevertheless, several authors argue that preservice teachers, trained in technologies, consider this methodology adequate for teaching mathematics [71]. On the other hand, the literature postulates that the use of this methodology is dependent upon the costs derived from the educational games and the technological resources necessary [68].…”

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

“…According to the literature review, mathematics is one of the STEAM areas that has been least considered so far in gamification (4). Studies of gamification in mathematics have mainly focused on the effect of this method on students' learning outcomes [21][22][23][24]28], reporting data, to some extent divergent, related to students' engagement, motivation, or satisfaction [1,2,24].…”

“…In mathematics education, as an area that is part of STEAM education, gamification is present from the first educational levels [21,22] and throughout all the stages, especially in secondary education [23]. Computer science, social sciences, engineering, and mathematics are, in this order, the most reported areas in the gamification of education [4].…”