Gamification in the teaching-learning process of the area of Mathematics in the Vocational Technical Training.

Abstract

The main objective of this research was to design gamification strategies to optimize the teaching-learning mathematics process in the technical-professional training of students belonging to a school at this educational level. A quantitative approach was adopted, using a quasi-experimental design with pretest and posttest in order to evaluate the interventions effectiveness with the applied strategies. The main results showed a statistically significant improvement in post-test scores, indicating an increase in students' mathematical understanding and motivation. These results emphasize the effectiveness of gamification strategies as a designed pedagogical tool, suggesting their potential to enrich the educational experience and promote deeper mathematical learning in technical-professional training contexts.