Neuroscience-Based Information and Communication Technologies Development in Elementary School Mathematics through Games

A Case Study Evaluation

Bibliographic Data

ID22048964
AuthorsMarcos Rabelo Procópio (0000-0003-3286-6397, University of Castilla-La Mancha), Marcos Procopio (University of Castilla-La Mancha), Raquel Fernández-Cézar (0000-0002-9013-7734, University of Castilla-La Mancha), Leandra Fernandes-Procopio (Universidad Autónoma de Madrid), Benito Yáñez‐Araque (0000-0002-1967-7244, University of Castilla-La Mancha, corresponding author)
Year2024
Volume14
Issue3
Pages213
Publication date2024-02-21
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14030213
OpenAlexW4392015789
LanguageEN
Citations received1
References cited18

Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes

Mathematics education · Multimedia · Computer Science · Educational Games and Gamification · Neuroscience, Education and Cognitive Function · Psychology · Teaching and Learning Programming

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