Brazilian and Spanish Mathematics Teachers' Predispositions towards Gamification in STEAM Education
dc.contributor.author
dc.date.accessioned
2021-10-13T11:25:57Z
dc.date.available
2021-10-13T11:25:57Z
dc.date.issued
2021-10-09
dc.identifier.uri
dc.description.abstract
This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers' opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students' development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies
dc.format.mimetype
application/pdf
dc.language.iso
eng
dc.publisher
MDPI (Multidisciplinary Digital Publishing Institute)
dc.relation.isformatof
Reproducció digital del document publicat a: https://doi.org/10.3390/educsci11100618
dc.relation.ispartof
Education Sciences, 2021, vol. 11, núm. 10, p. 618
dc.relation.ispartofseries
Articles publicats (D-DE)
dc.rights
Attribution 4.0 International (CC BY 4.0)
dc.rights.uri
dc.source
López Serentill, Paula Rodrigues-Silva, Jefferson Alsina, Àngel 2021 Brazilian and Spanish Mathematics Teachers' Predispositions towards Gamification in STEAM Education Education Sciences 11 10 618
dc.subject
dc.title
Brazilian and Spanish Mathematics Teachers' Predispositions towards Gamification in STEAM Education
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.type.version
info:eu-repo/semantics/publishedVersion
dc.identifier.doi
dc.identifier.idgrec
033938
dc.type.peerreviewed
peer-reviewed
dc.identifier.eissn
2227-7102