Game-Based Learning As A Strategy To Strengthen Logical-Mathematical Thinking In Basic General Education Students.
DOI:
https://doi.org/10.70577/asce.v5i1.699Keywords:
Game-Based Learning, Logical-Mathematical Thinking, Elementary Education, Pedagogical Intervention, Mathematics Motivation, Playful StrategiesAbstract
Introduction: The development of logical-mathematical thinking is a fundamental pillar in the comprehensive education of elementary students; however, international assessments reveal persistent deficiencies in this competence, particularly in Latin America. Game-based learning (GBL) emerges as a promising pedagogical alternative to address this problem. Objective: To evaluate the effectiveness of a GBL-based intervention to strengthen logical-mathematical thinking in third-grade students. Method: A quasi-experimental pretest-posttest design was implemented with a sample of 30 students (8-9 years old) from Unidad Educativa Fiscal Bicentenario D07 in Quito, Ecuador. The intervention consisted of 12 structured playful activity sessions over eight weeks. A standardized test of logical-mathematical thinking validated by experts (α = 0.87) and a mathematics motivation questionnaire were applied. Results: Analyses revealed statistically significant differences between pretest (M = 12.47, SD = 3.21) and posttest (M = 17.83, SD = 2.89), t(29) = -8.74, p < .001, d = 1.75. Motivation toward mathematics also showed significant increases (p < .001). Conclusions: GBL constitutes an effective pedagogical strategy to enhance logical-mathematical thinking and motivation in elementary students, offering practical implications for transforming mathematics teaching.
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