One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet this goal. In this case, it is presented the use of two techniques, which are a digital escape room, using Genial.ly and a breakout, for learning algebra in the third course of secondary education. To carry out the experience, a comparison of the course 2018/2019 and the course 2019/2020 is made. Students of both courses completed an exam of algebraic fractions and then an equations exam; the exams were done in the course 2019/2020 taken after having used the techniques. The results show that there are low significant differences between both courses in the algebraic fractions exam qualifications, but those of the equations exam were significant, with a difference of almost two points, which led us to conclude that the use of this techniques improved the qualifications of students. Finally, the perception that students had of the experience was very positive, as shown by the data obtained and allowed them to improve their knowledge as well as their motivation and teamwork.

In recent years, the way in which mathematics is taught has changed radically and there has been an increase in the percentage of online classes. One of the biggest challenges that teachers face in this type of online scenario is the need to motivate students so that they do not lose the thread and continue with their usual rhythm and seek methodologies that facilitate the teaching–learning process. The growth of educational technology has become a powerful ally in carrying out this study. This study presents the use of a digital Escape Room in an online scenario for teaching mathematics in the first course of engineering. To measure the results, a pretest–posttest experience has been considered with two different groups of the first course of engineering in an online university. Some comparison tests of the qualifications obtained by both groups shows that, despite they were homogeneous in terms of previous knowledge of calculus in the beginning, the differences obtained between those who have used the Escape Room instead of the traditional methodology are significative. In addition, the effect sizes obtained were intermediate and also considering the results of the survey allows us to conclude that the use of the digital Escape Room is a very good tool for teaching Calculus in Engineering. Finally, it is also important to highlight that the satisfaction of the student with respect to the experience has been very high and they asked for more experiences like this.

INTRODUCTION. One of the main objectives of Mathematics education is to motivate students since their interest in Mathematics is very low in many cases and, in others, even null. The use of different technologies has grown a lot in the last decades and several authors in the area have demonstrated their effectiveness in the classroom. In addition, the use of different Information and Communication Technologies, which students can use in their own homes, is also growing. METHOD. In this study, the use of the EdPuzzle application is presented, under the paradigm of the Flip Learning methodology in the third year of the Secondary Education Level for learning polynomial factorization in a school in Spain in two different courses, taught by the same teacher. To carry out the experience, the average grades of two exams have been taken, the first one related to polynomials and the basic concepts, used as a pretest since it has the main basic concepts that the student must know before continuing, and another related to the polynomial factorization, used as a posttest, and the scores obtained by the group that used EdPuzzle were compared with those that did not use it. RESULTS. Comparison of both groups shows that the scores are significantly higher in the group that used EdPuzzle in the posttest. DISCUSSION. The Cohen's d effect size obtained was almost medium, and the questionnaire answers were positive, aspects that make EdPuzzle a tool to be considered in the teaching-learning process of Mathematics.

The work of Probability from the Compulsory Secondary Education stage and during the Baccalaureate is not generally contextualised and is, mainly, based on the rote learning of formulas. Therefore, when students arrive at university, a significant lack of knowledge related to the calculation of probabilities is evident. Teachers have to advocate for classroom strategies that help students to achieve lasting and contextualized learning and, even more, in areas such as Probability. This paper presents the design of a didactic proposal based on the use of gamified learning itineraries utilizing Deck.Toys digital tool for the learning of Probability in a sample of students of the Primary Education Degree who worked on an online environment. For this analysis, the outcomes obtained in two tests, initial and final, are collected in an experimental group that has used the tool and compared with those of a control group that worked in a traditional way. Moreover, the data of a survey of the evaluation of the user experience was also analysed. The results gained have been very satisfactory, the tests of comparison of means in the post-test shows a significant difference of 2.704 points more in the experimental group, taking into account that both groups were homogeneous. Likewise, the results of the satisfaction survey have been positive in terms of improving the understanding of both the procedures and the concepts involved on time management since students have been able to work at their own rhythm in an efficient way.

Uno de los principales retos del profesorado en los tiempos que corren es el de motivar al estudiantado y buscar metodologías que faciliten el proceso de enseñanza-aprendizaje. El crecimiento de la tecnología y su uso en el aula ha permitido evolucionar las metodologías. En este estudio se presenta el uso de EdPuzzle como herramienta para trabajar matemáticas siguiendo el modelo de clase invertida. Para poder medir los resultados se ha realizado un pretest y se ha tomado la nota del examen de evaluación del primer trimestre, como postest. Para hacer esto se han considerado dos grupos en tercero, y otros dos en cuarto, de Educación Secundaria Obligatoria (ESO), definidos a partir del aprovechamiento que han tenido de los vídeos. A pesar de que, en un inicio, los dos grupos de tercero eran homogéneos, en términos de conocimiento previo, y los de cuarto también en los mismos términos, la comparación de las medianas de las calificaciones obtenidas por ambos grupos muestra que estas son, en líneas generales, superiores en los grupos que han aprovechado los vídeos que en aquellos que no los han aprovechado, lo que contribuye a considerar el uso de EdPuzzle como una muy buena herramienta para invertir la clase. Por último, la satisfacción del estudiantado con respecto a su uso ha mostrado ser muy elevada, y este aspecto también contribuye a que se considere como una herramienta a considerar en el aula de matemáticas.