DIDACTIC ACTIONS BASED ON GAMIFICATION TO IMPROVE THE TEACHING AND LEARNING PROCESS OF MATHEMATICS FOR 6TH AND 7TH GRADE STUDENTS

Abstract

This article aimed to analyze how didactic actions based on gamification can contribute to improving the teaching and learning process of Mathematics for 6th and 7th grade students in elementary school. The research was developed through a bibliographic review, considering books, scientific articles, and official documents published between 2018 and 2023, as well as classical works that support the educational field. The study identified that gamification, by incorporating game elements such as challenges, rewards, and level progression, favors student engagement and promotes greater motivation for learning Mathematics, a subject often associated with difficulties and lack of interest. The main results showed that the use of gamification enhances logical reasoning, strengthens student protagonism, and contributes to the development of socio-emotional skills such as cooperation, resilience, and autonomy. It was also found that gamified practices favor school inclusion, as they respect different learning paces and stimulate greater equity in the classroom. It is concluded that gamification represents a promising pedagogical strategy, as long as it is intentionally planned and articulated with curricular objectives, making Mathematics more meaningful, dynamic, and connected to students’ realities.