Pixel International Conferences

The continuous changes that society has undergone in recent years must be reflected in the classroom, which is a challenge for the educational system nowadays. Students who have been born and who are growing up in a digital age, they are digital native, they cannot adapt to traditional methodologies as usual and they demand a methodological shift more current. Active methodologies help this change, but if used one of this active methodologies in isolation, it may not be possible to take advantage of all the strengths that they offer. This proposal aims to make explicit the advantages of combining some of these active methodologies to form a mixed methodology that can cause a change in the educational paradigm in the subject of mathematics in Secondary Education. For this, we will analyze how to embed methodologies such as cooperative learning, mobile learning or flipped learning within gamification strategies. This will help the student to be the protagonist by building autonomous, meaningful and more lasting learning, in addition to promoting motivation, acquisition of some skills and teamwork.

Keywords: gamification, cooperative learning, flipped classroom, mobile learning, Secondary education, mathematics education.

References:

• Herrada, R. I. y Baños, R. (2018). Experiencias de aprendizaje cooperativo en matemáticas. Espiral. Cuadernos del Profesorado, 11(23), 99-108
• Khaddage, F., Lattemann,C., (2016). Towards mobilizing mathematics via gamification and mobile applications. Mobile Learning and STEM: Case Studies in Practice. New York: Routledge
• Fornons, V., Palau, R.F. (2016). Flipped Classroom en la asignatura de matemáticas de 3º de Educación Secundaria Obligatoria. Revista electrónica de tecnología educativa (Edutec), 55