Abstract

This research was a plan to implement gamification technological tools with the purpose of improving mathematics learning in students at the Ana Antonia Cabral López primary school, Hermanas Mirabal province, municipality of Tenares, Dominican Republic, during the 2023-2024 School Year. A qualitative approach was followed through action research, using a participatory and action research design, based on the Kemmis model, involving phases of planning, action, observation and reflection. Techniques such as observation, diagnostic tests and interviews were used, with data collection instruments such as checklists, photographs, questionnaires and anecdotal records. The study population included the 11 teachers at the school, as well as the 20 2nd and 5th grade students. The results highlight the successful selection of gamification tools, the effectiveness of teacher training, the design of recreational activities and the successful implementation of gamification in education. Significant improvements were observed in students' interest, motivation, and understanding of mathematical concepts. These findings support the effectiveness of gamification and technological tools to enrich the teaching and learning process. Recommendations are made to strengthen and continue integrating these practices into the curriculum. This study contributes to addressing problems of low performance in mathematics and the lack of integration of technology in teaching, providing a solid foundation for the continuous improvement of mathematics education in both cycles of primary school.

Keywords:
Gamification; educational technology; teacher training; learning mathematics