THE IMPORTANCE OF GAMIFICATION IN THE MATHEMATICS TEACHING PROCESS

Abstract

Mathematics is a science that studies abstract and concrete forms, numbers, probabilities, operations, percentages, among others, and it has been present in social life since the beginning of humanity. It holds great importance, contributing to the solution of mathematical problems, and can rely on the support/mediation of gamification (games in action), which is na active methodology, opposed to the traditional method of teaching. This approach enables participants to have better interaction with others, especially in relation to mathematical literacy. This way of presenting mathematics is crucial for the development of the individual’s logical reasoning, which can occur in both digital and analog contexts. This work, which addresses the importance of gamification in the process of teaching mathematics, has as its object of study gamified mathematical praxis. In this way, it allows for more complex understandings of student learning, placing them as protagonists of education, strengthening critical thinking and enabling them to acquire a complex and pragmatic view of the world. In this context, this study presents the following research problem: how can mathematics be effectively implemented through educational games? The general objective is to present the importance of using gamified activities in student education in the mathematical field, considering their relevance in the formation of participants in the teaching-learning process. In this sense, the following specific objectives were defined: to reflect on the concepts, context, and contributions of gamification and mathematics toward student learning. This research was carried out using a qualitative methodology (Silva & Menezes, 2005), through a bibliographic approach (Pizzani et al., 2012), with contributions from theorists such as Andrade (2013), Oliveira, Alves and Neves (2008), Micotti (1999), Dullius (2015), and Froebel (2001). The adopted qualitative method contributed to achieving all the objectives of this work and to answering the research problem. After the methodological process, several results were observed, pointing to concepts and contextualization of gamification (na active methodology) and mathematics within the Brazilian context. Thus, it contributes to the realization of the teacher’s pedagogical praxis and promotes better development of participants’ learning. This study shows that gamification constitutes a pedagogical way to implement mathematical knowledge, especially when it is grounded in praxis derived from active professionals in the field. Therefore, a mathematics education developed through educational games in meaningful situations is extremely crucial, as it tends to capture attention and more effectively transmit knowledge.