THE POTENTIAL OF GAMIFICATION FOR MATHEMATICS LEARNING: A LITERATURE REVIEW

Abstract

The aim of this study is to analyze the concept of gamification and its application in classrooms, particularly within the context of teaching and learning Mathematics. To conduct this analysis, a bibliographic research was carried out. Mathematics faces persistent challenges, and the search for engaging and captivating teaching methods for current generations remains an open question. Within the perspective of game-based Mathematics learning, gamification emerges as a phenomenon investigated as a viable approach in educational environments, seeking to foster student engagement and motivation. Recognized as a tool capable of involving students, gamification incorporates playful features and game elements that are part of their everyday lives. The term “gamification” is discussed in the articles analyzed and has been implemented in some Brazilian schools. Its purpose is to make classes more dynamic by exploring students’ potential through engagement in school activities. This study is qualitative in nature and was conducted through the analysis of journals and scientific articles, providing a basis for the discussion and development of this work. The results of the bibliographic analysis indicate that students’ active participation in gamified activities enables personalized learning, tailored to individual pace and timing. This was achieved through the use of different forms of experimentation in formal and informal spaces, as well as through the integration of educational technologies.