GAME-BASED LEARNING AND GAMEFICTION AS TOOLS FOR THE DEVELOPMENT OF CRITICAL THINKING IN MATHEMATICS: A THEORETICAL REVIEW

Abstract

Developing critical thinking has become a necessity in student training. Increasingly, interpersonal and professional relationships demand from individuals not only the ability to think critically, but also that they have greater mathematical knowledge. Thus, this study sought to identify whether Game-Based Learning and Gamification can be instruments that enhance the development of critical thinking through the teaching of Mathematics. This work has an eminently qualitative approach. So, in order to identify if there is a causal relationship between Game-Based Learning and Gamification with thought, a broad literature review of academic works (scientific articles, dissertations and theses) was used that could support the conclusions in this regard. The arguments found in the researched works corroborate that the fact of making the student the protagonist of their learning process associated with an activity that gives them some kind of satisfaction tends to provide an increase in mathematics learning and develops the analytical and critical thinking skills that following certain precautions can be employed throughout basic educationon.