<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642022000401698</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v6i25.447</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La gamificación en el aprendizaje de la matemática en la Educación Básica Regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in the learning of mathematics in Regular Basic Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Gamificação no aprendizado da matemática na educação básica regular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guisvert Espinoza]]></surname>
<given-names><![CDATA[Roxana Nelly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima Cucho]]></surname>
<given-names><![CDATA[Lida Ivonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>25</numero>
<fpage>1698</fpage>
<lpage>1713</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642022000401698&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642022000401698&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642022000401698&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación, frente a los contextos actuales, busca que el docente cumpla un rol de artífice y motivador de aprendizajes de una forma dinámica y lúdica, asimismo, es urgente que esté especialmente preparado en el uso de los nuevos medios pertenecientes a las TIC que ha traído el siglo XXI. En tal sentido, el presente artículo tuvo como objetivo analizar los beneficios de la gamificación como estrategia para la enseñanza del área de matemática en estudiantes de la Educación Básica Regular. Se empleó una metodología de revisión bibliográfica y se analizaron 29 estudios. La literatura seleccionada determinó que la aplicación de la gamificación mejora la formación en la matemática, además, estimula y motiva al estudiante a seguir aprendiendo de una manera didáctica e independiente, apelando a una herramienta tecnológica ampliamente asimilada por los nativos digitales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Education, facing the current contexts, seeks that the teacher fulfills a role of architect and motivator of learning in a dynamic and playful way, also, it is urgent that he/she is specially prepared in the use of the new media belonging to the ICT that the XXI century has brought. In this sense, the objective of this article was to analyze the benefits of gamification as a strategy for teaching the area of mathematics in students of Regular Basic Education. A literature review methodology was used and 29 studies were analyzed. The selected literature determined that the application of gamification improves mathematics education and stimulates and motivates students to continue learning in a didactic and independent way, using a technological tool widely assimilated by digital natives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educação, diante dos contextos atuais, busca que o professor desempenhe um papel de arquiteto e motivador de aprendizagem de forma dinâmica e lúdica, também, é urgente que ele esteja especialmente preparado no uso das novas mídias pertencentes às TIC que trouxeram o século XXI. Neste sentido, o objetivo deste artigo era analisar os benefícios da gamificação como estratégia para o ensino da área de matemática aos alunos do Ensino Fundamental Regular. Foi utilizada uma metodologia de revisão de literatura e 29 estudos foram analisados. A literatura selecionada determinou que a aplicação da gamificação melhora a educação matemática e também estimula e motiva os estudantes a continuar aprendendo de forma didática e independente, utilizando uma ferramenta tecnológica que é amplamente assimilada pelos nativos digitais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Matemática]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Herramientas tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[Competencias digitales]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technological tools]]></kwd>
<kwd lng="en"><![CDATA[Digital competences.]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ferramentas tecnológicas]]></kwd>
<kwd lng="pt"><![CDATA[Competências digitais.]]></kwd>
</kwd-group>
</article-meta>
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