Gamification for the Development of Logical-Mathematical Reasoning in Basic Education Students

Abstract

Gamification was analyzed as a teaching strategy to support the development of logical-mathematical reasoning in Basic Education students. The objective was to understand Mathematics teachers’ perceptions and experiences regarding its use in processes of analysis, problem solving, and decision making. A qualitative study with a descriptive-interpretive scope was conducted with 45 teachers from Elementary, Middle, and Upper Basic Education in educational institutions in the city of Quito. Information was collected through semi-structured interviews and examined using thematic analysis. It was found that gamification enhanced motivation, participation, and willingness to solve problems, especially when activities incorporated challenges, feedback, and progressive levels of difficulty. Limitations related to planning time, access to digital resources, and the use of reward-centered dynamics were also identified. The discussion showed that its contribution depended on pedagogical design and teacher mediation. It was concluded that gamification could contribute to logical-mathematical reasoning when it was integrated with problem solving, argumentation, and feedback, rather than relying solely on reward mechanisms.