Abstract
Introduction: The pedagogical use of board games has gained attention as a strategy to foster mathematical reasoning and socio-emotional competencies in higher education. Objective: This study analyzes the use of three board games—Qwixx, Sequence, and Scotland Yard—to promote mathematical logic and socio-emotional skills among undergraduate Mathematics Teaching students. Method: A qualitative exploratory design was implemented with 32 undergraduate Mathematics Teaching students at Universidad Pedagógica Nacional Francisco Morazán (Honduras). The intervention consisted of six three-hour gameplay sessions, with data collected through observation and surveys. Results: Gameplay supported the development of mental calculation, number sequencing, probability estimation, pattern recognition, geometric reasoning, and logical inference. It also fostered decision-making, problem-solving, communication, teamwork, adaptability, and negotiation. Participants highlighted that gameplay provided authentic contexts for applying mathematical reasoning. Conclusions: The findings indicate that these board games constitute viable pedagogical resources for integrating mathematical logic and socio-emotional skill development, with potential applications in mathematics education curricula.
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Copyright (c) 2026 Danny Joel Guerrero Flores (Author)