Mapeamento bibliográfico acerca da gamificação no ensino de matemática nos anos iniciais do fundamental (2015-2025)

Abstract

The purpose of this article was to map and analyze Brazilian academic output from 2015 to 2025, in the form of theses and dissertations, on gamification in mathematics education in the early years, with a focus on student engagement, content comprehension, and academic performance. This is a qualitative, bibliographic study based on the analysis of academic works related to gamification in the context of mathematics education. The survey was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) and on the Sucupira Platform. Based on the established selection criteria, six dissertations addressing the use of gamification in different mathematical content in the early years were analyzed. The results indicate that gamification is a promising pedagogical approach, capable of increasing student motivation, active participation, and engagement in mathematics classes, thereby promoting the understanding of concepts and the development of logical reasoning. Furthermore, studies show improvements in academic performance when gamification is implemented in a planned manner and aligned with pedagogical objectives. However, a gap in doctoral-level research was identified, as well as a lack of studies originating from the Midwest region. It is concluded that gamification has significant potential to enhance the teaching and learning process of mathematics in the early grades, provided it is adopted intentionally and supported by consistent pedagogical planning and adequate teacher training.