Uso de la gamificación para dinamizar la enseñanza de expresiones algebraicas polinómicas

This article addresses the problem of the difficulties that higher basic education students face when learning algebraic expressions, specifically in the handling of monomials and polynomials. This research was carried out at the 'Principito y Marcel Laniado de Wind' Educational Unit, located in Machala, Ecuador, with the participation of ninth-year students of basic education, whose ages range between 13 and 15 years. To do this, an experimental design was used that compared two methodological approaches: traditional instruction, used with a control group, and an innovative methodology based on gamification, applied to an experimental group. The results of the study revealed significant differences between both groups. Students who participated in gamified classes not only performed better on academic tests, but also expressed higher levels of motivation and satisfaction during the learning process. This evidence indicates that gamification positively transforms mathematics teaching by turning it into a more interactive, dynamic and attractive experience. In conclusion, the findings highlight the effectiveness of gamified strategies to improve both academic performance and attitude towards mathematics. It is recommended, therefore, that educational institutions consider integrating these methodologies into their study plans, with the aim of modernizing teaching practices and promoting meaningful learning in students.