Gamificación en el aula: estrategias pedagógicas para fortalecer la memoria en el aprendizaje de la multiplicación

The purpose of this research is to design gamified teaching strategies aimed at strengthening the memory of third-grade elementary school students in learning multiplication, taking into account their different learning styles. The problem arises because a large part of the student population requires reinforcement in their memory processes, a key aspect for their academic performance in mathematics. The methodology used is based on a qualitative approach, articulated with a Participatory Action Research (PAR) design. This approach not only allowed for active interaction between teachers and students, but also the implementation of three essential phases: planning, where students' difficulties in multiplication processes were identified, as well as their predominant learning styles, based on classroom observations and interviews with teachers. In the implementation phase, tools such as field journals, observation sheets, and checklists were used, along with gamified strategies designed to address the particular needs of different learning styles. Finally, the reflection phase allowed for the analysis of the results obtained, evaluating the effectiveness and impact of these strategies on memory and learning. The main objective of this research is to enhance memory as a cognitive process in the teaching of multiplication through gamified strategies that cater to different learning styles. In this way, the aim is not only to facilitate learning but also to contribute to the comprehensive development of students. Likewise, it is evident that the use of gamified teaching strategies promotes more participatory and inclusive environments, improving teaching practices through the design of playful activities that stimulate memory processes and promote meaningful and lasting learning.