THE USE OF GAMIFICATION IN THE TEACHING AND LEARNING PROCESS OF MATHEMATICS IN PUBLIC PRIMARY SCHOOLS

Abstract

The central theme of this research is the use of gamification as an active methodology in mathematics teaching. It seeks to understand how this strategy can enhance the teaching-learning process in public elementary schools in Caririaçu, Ceará, considering its contributions to student engagement, motivation, and empowerment. To this end, the general question was defined: How do mathematics teachers in public elementary schools in the municipality of Caririaçu, Ceará, use gamification as a teaching strategy? The problem guiding the investigation is to identify the extent to which mathematics teachers use gamified methodologies in their teaching practices, analyzing their level of knowledge, development, and implementation of gamified activities, as well as the impact of these processes on student learning. The overall objective of this research was to determine the level of gamification use by mathematics teachers in the teaching-learning process at public elementary schools in the municipality of Caririaçu, Ceará. This study had the following specific objectives: 1) to measure teachers' knowledge of gamification; 2) to determine the extent to which they develop gamified teaching activities; and 3) to identify the extent to which they apply these activities in their teaching practices. Methodologically, the research adopted a quantitative, descriptive approach, involving 17 public elementary schools in the municipality of Caririaçu, Ceará. The participants were mathematics teachers from these institutions. Data collection was conducted using questionnaires and structured observation sheets. The results were analyzed using a Likert scale composed of five levels (not at all, a little, moderate, quite a bit, and very much), each associated with percentage intervals between 1% and 100%. The theoretical framework was constructed based on authors such as Alves (2015), Castro (2022), Dickmann (2023), and Justiniano (2022), in addition to the theories of Gagné, Vygotsky, Piaget, and Bruner on active learning and innovative methodologies. The work is structured in five chapters: Introductory Framework, which presents the theme, problem, rationale, objectives, and limits of the study; Theoretical Framework, which discusses the concepts of gamification, active methodologies, and relevant authors; Methodology, which describes the approach, instruments, population, sample, and procedures; Results Analysis, which presents the data collected, tabulations, and interpretations; and Conclusions, which summarizes the main findings, recommendations, and future perspectives. The research is based on central references on gamification and active methodologies: Alves (2015), which addresses concepts and practical applications; Castro (2022), which discusses the integration of technologies into teaching; Justiniano (2022), which focuses on active methodologies; and Dickmann (2023), which details elements and strategies for gamification. The learning theories of Gagné, Vygotsky, Bruner, and Piaget support the understanding of the role of student empowerment and engagement. The results revealed that 42.5% of teachers have solid knowledge of gamification, 48.7% develop gamified activities, and 43.1% apply them moderately. In summary, 41.9% of teachers use gamification intermediately and 36.5% intensively. Despite recognizing its pedagogical relevance, its use remains limited, indicating the need for continuing education programs and greater integration of innovative methodologies. The research concludes that gamification represents an effective strategy for making mathematics teaching more dynamic and engaging, fostering student engagement and empowerment. However, its use remains moderate, suggesting the need for investment in continuing education for teachers and the development of gamified teaching materials. It is recommended that further research deepen the analysis of the impacts of gamification on academic performance and student motivation.