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The transition to a competency-based approach in mathematics education is based on the need for students to acquire competencies that go beyond mere theoretical knowledge. This approach focuses on the practical application of knowledge, developing in students the ability to solve problems, think critically and work in teams. Traditional assessment, based on written tests, has proven to be insufficient to measure these competencies effectively. In contrast, competency-based assessment methods, such as performance tests and projects, allow for a more holistic and contextualized assessment of student learning. Gamification, on the other hand, defined as the use of game elements in non-game contexts, has gained popularity as a pedagogical strategy in teaching and learning. This strategy is based on the premise that gaming can make learning more attractive and motivating for students, gamification allows teachers to adapt their strategies to the needs and preferences of students, awakening their love and interest for the subject.
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Kito, Jekwador 33 goda. Specialist w oblasti obrazowaniq, specializiruüschijsq na matematike i fizike, s 10-letnim opytom raboty w kachestwe prepodawatelq w sfere obrazowaniq detej i molodezhi w nachal'noj, srednej i starshej shkole. Otmechena za predannost' delu, terpenie, sposobnost' wdohnowlqt' swoih uchenikow, a takzhe za isklüchitel'nye kommunikatiwnye i liderskie kachestwa.
