Games and learning: the role of gamification in constructing mathematical knowledge

Abstract

Teaching mathematics is complex and challenging, as is learning the concepts. Because it is a subject with a large amount of content to be taught during the week, students often feel unmotivated to learn. The block that many people have, not just children, comes from the way in which the main concepts were taught during the early years of elementary school. This is the basis for the development of learning in the years to come. This article deals with the use of Gamification, an active methodology that, when used as a resource for teaching mathematics, brings a series of benefits to students and teachers. According to data from QEdu.com, the SAEB 2023 results for 5th grade classes in Maranhão were that only 2% of students have the level of learning considered sufficient for the stage (Proficient or Advanced level in Saeb). Aiming for better results in the year 2025, as well as meaningful learning for children, the municipal school system in Bacabal, Maranhão, has developed a series of mock exams to check learning of the content that will be included in the exam. Based on the results, the teachers at the U.E.F. started to use Gamification in the math content, held every 15 days, with problem situations based on the content that was taught during that period. The National Common Core Curriculum (2018, p.529) emphasizes that, “for the development of skills that involve reasoning, it is necessary that students can, in interaction with their peers and teachers, investigate, explain and justify the solutions presented to problems, with an emphasis on the processes of mathematical argumentation.” Thus advocating the use of digital technologies in learning and the development of skills such as creativity, critical thinking and problem solving.