Diseño, puesta en práctica y evaluación de material didáctico innovador basado en la gamificación para la docencia de las Matemáticas
Bibliographic record
Abstract
Este trabajo fin de master consiste en el diseño y puesta en práctica de un material didáctico basado en la gamificación para desarrollar los contenidos curriculares de la asignatura de matemáticas, realizado durante tres sesiones del tercer trimestre del curso académico 2018-2019. La elección de este método busca tanto la motivación del alumnado como la pérdida del miedo por las matemáticas a través de los juegos, tanto por los beneficios pedagógicos que estos presentan, como por la atracción que ejercen sobre los estudiantes. Para ello se ha creado un entorno cercano y realista, contextualizado todo ello en la época medieval. A través de Asalto al Castillo se puede aprender a calcular volúmenes mediante el estudio de las figuras geométricas contenidas en los castillos medievales. Los alumnos han participado de manera individual, por parejas y en grupo de forma cooperativa. Para la evaluación de esta experiencia se han obtenido los datos a través de una prueba escrita y un cuestionario cualitativo. Esta experiencia ha sido un éxito, no solo les ha fascinado la metodología en sí y el ambiente medieval que se ha propiciado sino que además se ha conseguido el objetivo principal, una mayor motivación hacia las matemáticas. Finalmente los resultados de la prueba de evaluación escrita también han demostrado un mayor rendimiento académico mediante la aplicación de esta metodología. ----------ABSTRACT---------- This work consists of the design and implementation of a didactic material based on gamification to develop the curricular contents of the mathematics subject, carried out during three sessions of the third quarter of the academic year 2018-2019. The choice of this method seeks both the motivation of students and the loss of fear for mathematics through games, both for the pedagogical benefits they present, and for the attraction they exert on students. For this purpose, a close and realistic environment contextualized in the medieval period has been created. Through "Castle Assault" it is possible to calculate volumes by studying the geometric figures contained in the medieval castles. Furthermore, the students have participated individually, in pairs and in groups in a cooperative way. In order to evaluate this experience, a written test and a qualitative questionnaire have been made by the students. This experience has been a success, not only fascinated by the methodology itself and the medieval environment that has been fostered but also has achieved the main objective, a greater motivation towards mathematics. Finally, the results of the written evaluation test have also shown a higher academic performance through the application of this methodology.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".