Gamification and the Development of Mathematical Reasoning in Primary Education: Analysis of Recent Educational Research
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This essay aims to critically analyze the progress in the development of a research project focused on gamification as a mediator of mathematical reasoning in primary education students. The study is currently in the design phase; therefore, it is based on a theoretical review of recent literature on active methodologies, problem-solving, and pedagogical mediation. In the development, perspectives are identified that recognize gamification as a strategy that enhances student motivation, understanding, and participation; however, critical viewpoints are also examined, warning about the risk of its superficial use when there is no solid pedagogical structure. Based on this analysis, the need to articulate gamification with approaches such as problem-solving heuristics and meaningful learning is argued, in order to overcome traditional practices centered on mechanical repetition. In conclusion, the study provides a reflective perspective on the potential of gamification as a didactic strategy, emphasizing that its effectiveness depends on its intentional design as a mediator of thinking. Likewise, it contributes to the construction of a contextualized pedagogical proposal aimed at strengthening mathematical reasoning from a critical and innovative perspective.
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