Methodological strategy for using the Kahoot tool in teaching mathematics in upper elementary school

Abstract

The use of the digital tool Kahoot has been shown to have an impact on the teaching-learning process, particularly on the development of skills in upper elementary students. The objective of this research was to develop a methodological strategy for using Kahoot in teaching mathematics to upper elementary teachers at the José María Velasco Ibarra Educational Unit. The research was conducted using a quantitative approach, using a cross-sectional, correlational, and applied design. To construct the theoretical framework and design the methodological strategy, theoretical methods such as analysis-synthesis, induction-deduction, the systemic approach, and the historical-logical method were employed. Empirical methods included direct observation of the educational context, interviews with teachers, institutional document review, and the administration of structured surveys with students. The data was processed using statistical methods such as Cronbach's Alpha, R-squared, and the Torgerson Method, supported by SPSS software and tables programmed in Excel. The result was a methodological strategy for teacher training consisting of eight development activities and one assessment. It was validated by experienced teaching specialists from the institution using the Torgerson Method, and the results were highly appropriate and fully consistent with the specialists' assessments. The NPS Index, when consulted by both participants, was rated as excellent.