Playful strategy for learning geometry in seventh-grade students of Basic Education

Abstract

The aim of this study was to design and implement a playful strategy to strengthen geometry learning among seventh-grade students at Unidad Educativa González Suárez, addressing the difficulties identified in their motivation toward Mathematics and in the development of the level of abstraction required to understand geometric concepts. A mixed-methods approach was applied, combining quantitative instruments—Likert-scale surveys and diagnostic tests—with qualitative techniques such as structured observation. The purposive sample consisted of 30 students and 3 mathematics teachers. The pedagogical strategy was grounded in didactic and neuroscientific principles, incorporating digital games such as DragonBox and interactive platforms like Crazy Games, selected for their capacity to integrate geometric content with collaborative and problem-solving dynamics. After implementation, the results showed significant improvements in the understanding of basic notions such as area, perimeter, classification of figures, and angles. Likewise, a notable increase in motivation, active participation, and peer interaction was observed during the activities. It is concluded that the use of playful strategies based on digital games constitutes an effective resource for enhancing geometry learning, as it promotes meaningful concept construction and student engagement. Moreover, the experience proved to be replicable in educational contexts with similar characteristics, offering a relevant alternative for innovating mathematics instruction.