Trabajando la numeración a través del juego en Educación Primaria.
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2024-05-20
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En este Trabajo de Fin de Grado, se desempeña una propuesta didáctica para trabajar la numeración a través del juego en estudiantes de 3º de Educación Primaria. Se habla sobre la ansiedad que han provocado las matemáticas a lo largo de la historia y lo que significa la gamificación. También, hay que recalcar las actividades que se han llevado a cabo y puesto en práctica, detallandolo con sus objetivos, contenidos, criterios de evaluación, recursos y temporalización. En segundo lugar, se habla sobre la muestra que se ha escogido para llevarla a cabo, la metodología que se ha utilizado, como es la gamificación y el ABJ. Finalmente, una vez realizado, se ha elaborado un cuestionario donde el alumnado ha podido autoevaluarse y, para ello, se han recogido los datos, elaborado una tabla de Excel con las medias de cada ítem evaluado y cerrándolo con las conclusiones sacadas tras su realización.
This Final Degree Project presents a teaching approach to numeracy through play for third-grade elementary school students. It discusses the anxiety that mathematics has provoked throughout history and the implications of gamification. It also highlights the activities carried out and implemented, detailing their objectives, content, assessment criteria, resources, and timing. Secondly, it discusses the sample chosen for the project and the methodology used, such as gamification and BBL. Finally, once completed, a questionnaire was created allowing students to self-assess. To do this, the data was collected, an Excel spreadsheet was created with the averages for each item assessed, and the final summary was presented with the conclusions drawn after completing the questionnaire.
This Final Degree Project presents a teaching approach to numeracy through play for third-grade elementary school students. It discusses the anxiety that mathematics has provoked throughout history and the implications of gamification. It also highlights the activities carried out and implemented, detailing their objectives, content, assessment criteria, resources, and timing. Secondly, it discusses the sample chosen for the project and the methodology used, such as gamification and BBL. Finally, once completed, a questionnaire was created allowing students to self-assess. To do this, the data was collected, an Excel spreadsheet was created with the averages for each item assessed, and the final summary was presented with the conclusions drawn after completing the questionnaire.