Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics

This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s progr...

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Autores: Cortés, Alexandre, Breda, Adriana, Sánchez Brualla, Alicia, Verón, Manuel Alejandro
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2026
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/226160
Acceso en línea:https://hdl.handle.net/2445/226160
Access Level:acceso abierto
Palabra clave:Ludificació
Ensenyament de la matemàtica
Formació del professorat
Gamification
Mathematics education
Teacher training
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spelling Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of MathematicsCortés, AlexandreBreda, AdrianaSánchez Brualla, AliciaVerón, Manuel AlejandroLudificacióEnsenyament de la matemàticaFormació del professoratGamificationMathematics educationTeacher trainingThis study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in Catalonia, integrated game elements—such as narratives, quests, and badges—alongside the Didactical Suitability Criteria as a tool for developing competency in the analysis and evaluation of didactical suitability. The reasons preservice teachers provided for using gamification in mathematics teaching were analysed at two points: upon completing the training cycle and after implementing teaching proposals incorporating gamification with secondary education students in Catalonia. The results show that preservice teachers show an improvement in their reflective competency regarding gamification, as well as increased use of this active methodology. Additionally, the knowledge and competencies considered relevant by preservice teachers for working with gamification in mathematics teaching were identified. It is concluded that training in the use of gamification in mathematics teaching is necessary to apply this methodology appropriately, and that tools such as the Didactical Suitability Criteria are fundamental for reflection on, and improvement in, the use of active methodologiesMDPI2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/226160Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3390/educsci16010020Education Sciences, 2026, vol. 16, num.1, 20https://doi.org/10.3390/educsci16010020cc-by (c) Cortés, A. et al., 2026http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2261602026-05-27T06:46:51Z
dc.title.none.fl_str_mv Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
title Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
spellingShingle Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
Cortés, Alexandre
Ludificació
Ensenyament de la matemàtica
Formació del professorat
Gamification
Mathematics education
Teacher training
title_short Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
title_full Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
title_fullStr Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
title_full_unstemmed Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
title_sort Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
dc.creator.none.fl_str_mv Cortés, Alexandre
Breda, Adriana
Sánchez Brualla, Alicia
Verón, Manuel Alejandro
author Cortés, Alexandre
author_facet Cortés, Alexandre
Breda, Adriana
Sánchez Brualla, Alicia
Verón, Manuel Alejandro
author_role author
author2 Breda, Adriana
Sánchez Brualla, Alicia
Verón, Manuel Alejandro
author2_role author
author
author
dc.subject.none.fl_str_mv Ludificació
Ensenyament de la matemàtica
Formació del professorat
Gamification
Mathematics education
Teacher training
topic Ludificació
Ensenyament de la matemàtica
Formació del professorat
Gamification
Mathematics education
Teacher training
description This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in Catalonia, integrated game elements—such as narratives, quests, and badges—alongside the Didactical Suitability Criteria as a tool for developing competency in the analysis and evaluation of didactical suitability. The reasons preservice teachers provided for using gamification in mathematics teaching were analysed at two points: upon completing the training cycle and after implementing teaching proposals incorporating gamification with secondary education students in Catalonia. The results show that preservice teachers show an improvement in their reflective competency regarding gamification, as well as increased use of this active methodology. Additionally, the knowledge and competencies considered relevant by preservice teachers for working with gamification in mathematics teaching were identified. It is concluded that training in the use of gamification in mathematics teaching is necessary to apply this methodology appropriately, and that tools such as the Didactical Suitability Criteria are fundamental for reflection on, and improvement in, the use of active methodologies
publishDate 2026
dc.date.none.fl_str_mv 2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/226160
url https://hdl.handle.net/2445/226160
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/educsci16010020
Education Sciences, 2026, vol. 16, num.1, 20
https://doi.org/10.3390/educsci16010020
dc.rights.none.fl_str_mv cc-by (c) Cortés, A. et al., 2026
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Cortés, A. et al., 2026
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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