La gamificación como estrategia del fortalecimiento en las habilidades del pensamiento variacional, en los estudiantes de grado noveno de la institución Augusto E. Medina de Comfenalco Tolima

Abstract

The development of this research will evidence the process of characterization in mathematical skills made to a group of students of the ninth grade of the Augusto E. Medina Educational Institution of Comfenalco Ibagué - Tolima. Where, it begins with a comparative analysis that gives rise to understand the decline of the results of external ICFES tests as internal "Educate to know", to recognize the existing difficulties in what corresponds to the transition from numerical to variational thinking. Thus, the skills of variational thinking that promote the strengthening of modeling as a competence are addressed, to give way to the understanding of the quadratic function from new representations of numerical reasoning that provide a solution to the context of application of the subject of study, understanding that the transformation of a concept requires the structuring of real-life phenomena, the proposal based on a gamification strategy with a differentiating sense between the control group 902 and the experimental group 901, being directed exclusively to the latter, in order to perform a contrast analysis of the improvement of mathematical skills, through the application of the activities called: Remembering, playing and thinking variationally, Moving from straight lines to curves and Experiences and games with functions, which, attend to a sequential application of the methodology that observes the gradual development of variational thinking and involves number theory with daily life, to transfer this knowledge to other knowledge that support the improvement of results and understanding in the learning of mathematics. For this purpose, a literature review of scholars on the subject is carried out, as well as the use of documents available from ministerial instances such as the basic standards of competencies, basic learning rights in the area of mathematics, as well as institutional material, which helped to guide the intentions of the learning intentions in the area of mathematics, helped to guide the intentions of the correlational scope of the design of a mixed research methodology that allows the comparative analysis of the quantitative aspects (average results of mathematical competencies performance) with the depth and context provided by the qualitative analysis (characterization of variational thinking skills), providing a solution to the research problem from a learning that develops a reflective and flexible reasoning of mathematics education.