TEACHER TRAINING PROGRAM IN GAMIFICATION IN MATHEMATICS EDUCATION

Abstract

This article addresses gamification as a pedagogical strategy and discusses the importance of a teacher training program focused on its use in mathematics education. The study aimed to analyze, based on the literature, how teacher training can favor the application of gamification with didactic intent, curricular alignment, and clear criteria for monitoring learning. The methodology adopted was bibliographic research, with the collection and analysis of academic productions and normative documents related to digital culture, teacher training, and gamification applied to education. The results indicate that gamification can contribute to increasing student engagement and retention in the task, organizing learning paths in stages, and strengthening continuous feedback, all relevant aspects for mathematics learning. However, it was observed that the pedagogical effects depend on the quality of planning and the balance between motivation and learning objectives, avoiding superficial practices based solely on scoring or competition. It is concluded that a structured teacher training program, with stages of study, experimentation, planning, application, and review, expands the possibility of responsible use of gamification, favoring more coherent, inclusive, and meaningful practices in mathematics teaching.