Guía de estrategias metodológicas gamificadas para la inserción curricular de educación financiera en sexto año de educación general básica

Abstract

The proposed methodological guide develops financial skills in sixth-year students in General Basic Education through gamified methodological strategies that can be modified and adapted to different educational levels. These strategies promote meaningful learning in mathematics, specifically for the curricular integration of Financial Education. The aim of this guide is not only to promote understanding of key concepts in this area, but also to encourage analysis and reflection on the decisions that individuals may make, as well as awareness of the short- and long-term consequences of those decisions. The topics covered include understanding the value of money, identifying reliable sources, and making informed decisions. The knowledge sought in this proposal is not merely theoretical, as it aims to develop critical thinking in students as they solve everyday problems, work collaboratively, analyze costs, and manage family budgets. This study was proposed due to the problems identified through observation techniques in preprofessional practices in the Basic Education degree program, using a qualitative methodology to design gamified activities to work on the curricular integration of Financial Education provided by the Ministry of Education. To address this, six skills and curricular elements from the intermediate level of the “Algebra and Functions” block of the Mathematics subject were considered, with topics on “money and transactions,” “financial planning and management,” and “risks and benefits.”