Digital gamification in the development of mathematical skills

The implementation of digital gamification in the development of mathematical competencies for secondary education in Colombia addresses the problem of low academic performance, since 100% of the students subject to this research fail or reach a low level in the results of the simulations of the SABER standardized tests in the evaluation of mathematics. The acquisition of mathematical competence is established by determining its relationship with the social utility of these, as well as their contents, theoretical concepts and the practicality of mathematical objects. The learning-teaching strategy used in this research develops the curricular contents, through a pedagogical-didactic gamification strategy using the Classcraft platform and dynamizing the development of competencies in mathematical calculation, the understanding of abstract thinking and the promotion of abstraction capacity aimed at strengthening complex mental processes such as the approach and resolution of problems and the implementation of ICTs. where the student establishes, transforms, and integrates information that he uses in knowing how to think, knowing how to be, and knowing how to do in the different fields and mathematical languages applied to different contexts. As a result of this quasi-experimental research, in numerical thinking there is an increase of 1.5 on a scale of 0 to 5, while in the other types of thinking an average of 0.6 increase is obtained, being significant in spatial and variational thinking, which concludes that this is a successful experience in the acquisition of mathematical skills.