(1292) GROUP GAMES IN MATHEMATICS LEARNING: A RESOURCE FOR EVERYONE

摘要

Spanish students have improved their results for mathematics in the last decade, but they remainbelow the OECD average (PISA, 2013). Reviewing the literature, we found that there is a lack ofeducational resources that prevent students attain the skills and competencies required (Villarreal,2005). We need answers that motivate and optimize learning.In a classroom, we can find different students. Each one has a perception, a way of understanding, anability to acquire knowledge… But all of them need the knowledge proposed by the teacher(Fernandez Bravo, 2010), even if they aren't aware of it.When we talk about teaching mathematics, we often find a difficulty. Some of the students have noproblem following the explanation, but there are students which need more reps, and a few of themrequire a greater dedication.In this situation, teachers are in a dilemma. If they stop to help these slower learning students, the restof them get bored or dispersed. But on the other hand, these students are the ones who need morethe teacher guidance.To solve this problem, we offer a proposal for educational innovation based on group games (Kamiiand DeVries, 2010), in which the mathematical knowledge that the student has to understandunderlies. The main feature of these games is that the mathematical contents are not explicit in thegame. Through this methodology, the slower learning students can acquire mathematical conceptswithout realizing.This paper aims to identify, characterize and analyze some variables involved in teaching and learningmathematics in a secondary education class where games are used as a learning resource.In our proposal "there is no prerequisite to play". "You can play and even win only with your logic". Allstudents can learn and have fun with the game, and it doesn't matter if they are good at mathematicsor not. Some of them may improve its strategy and the others can acquire it by imitation. The slowerlearning students waste the necessary time to understand the concept without realizing. The teacher'srole is crucial in the choice/invention of the game.