MathManía, una herramienta tecnológica para el fortalecimiento del aprendizaje de las matemáticas en estudiantes de sexto grado con TDAH del Instituto Jorge Robledo de la ciudad de Medellín

Abstract

Strengthening mathematics learning in elementary education is an ongoing challenge, especially in contexts with high academic expectations and diverse learning paces. At the Jorge Robledo Institute in Medellín, a need was identified to implement pedagogical strategies that support students who struggle with key processes such as concentration, self-regulation, and problem-solving, particularly during the transition from fifth to sixth grade a stage marked by increased abstraction and cognitive demands. This transition also involves emotional and adaptive challenges that can affect both their well-being and their academic performance. The main objective of this project is to design MathManía, a gamified technological tool that aims to enhance the understanding of fundamental mathematical concepts through an interactive, progressive, and motivating experience. For its development, a methodology based on Design Thinking was employed, addressing the phases of empathy, definition, ideation, and prototyping, integrated with instructional design principles. Gamification is relevant in this context, as it allows for the incorporation of academic challenges, immediate feedback, a reward system, badges, a virtual store, and a guide character named “Foxy,” who accompanies and motivates the student throughout the process elements that promote sustained attention and active participation. The final proposal consists of a functional prototype that integrates cognitive accessibility, immediate feedback, and pedagogical support mechanisms, designed to address the needs of students transitioning from fifth to sixth grade. During its implementation, MathManía demonstrated high acceptance among students, with praise for its gamified nature, the clear progression of activities, and the constant interaction with a guide character. In this regard, the tool has established itself as an innovative alternative that promotes motivation, sustained engagement, and understanding of fundamental mathematical concepts. Furthermore, the project offers a model of technological integration that combines gamification, instructional design, and attention to diversity, contributing to the development of more context-specific educational practices.