GAMIFICATION IN THE TEACHING OF PROPORTIONALITY AND THE RULE OF THREE: POSSIBILITIES FOR A MORE ENJOYABLE AND PARTICIPATORY LEARNING EXPERIENCE

Abstract

This study aimed to analyze how gamification, combined with active learning methodologies, can contribute to making the teaching of proportionality and the rule of three more engaging, enjoyable, and meaningful in Brazilian elementary and lower secondary education. An exploratory qualitative study was conducted through a narrative literature review and documentary analysis, encompassing studies on active learning methodologies, gamification, and mathematics education, as well as Brazil’s National Common Curricular Base (BNCC) and official documentation for digital platforms. The analysis identified opportunities to encourage student participation through challenges and gamified resources when integrated with instructional planning and teacher mediation. It also highlighted the importance of activities that promote interpretation, argumentation, and an understanding of relationships between quantities, moving beyond the memorization of procedures. The study concludes that gamification has the potential to support more dynamic and participatory learning experiences when guided by learning objectives. However, this potential does not constitute empirical evidence of effectiveness. Further field research is recommended to investigate the effects of these strategies on mathematical understanding and the development of students’ proportional reasoning.