Diagnostic Assessment and Playful Intervention: Complementary pedagogical processes

Abstract

The aim of this study was to assess of and intervene in the difficulties identified in performing basic mathematical operations (addition, subtraction, multiplication, and division) through a diagnostic test administered at the beginning of the school year to first-year high school students. The assessment revealed that students faced significant challenges with multiplication and division. In response, pedagogical strategies were developed, notably the use of educational games, such as dominoes, to engage students and enhance learning. The adopted method included solving exercises and using games to review and reinforce mathematical concepts, with an emphasis on interaction and cooperation among students. The results showed that, despite the potential of games to promote greater engagement, the implementation required continuous adjustments to maximize learning. It was found that the application of educational games, combined with a reflective and adaptive teaching approach, contributes to improving student performance. It is concluded that integrating playful methods into the curriculum can be an approach that helps overcome mathematical difficulties and promote learning.