The incorporation of the active gamification methodology in the didactic units of Preservice Secondary mathematics teachers

Abstract

The objective of this study is to analyse how preservice mathematics teachers, who are participants in a master's program in secondary mathematics teacher training, incorporate the active gamification methodology in the design, implementation and redesign of didactic units. For this, a review of 98 master's thesis is carried out, where preservice teachers assess their implementation of a didactic unit and later propose possible improvements. On the one hand, it is observed that, even though most of them have not considered using gamification, there is a large presence of games in the analysed didactic units. On the other hand, for those who adopted gamification, it is observed that the most common justification for using this active methodology is to motivate students.