STRATEGIES FOR TEACHING FRACTIONS: A GAMIFICATION-BASED APPROACH IN THE 7TH GRADE OF ELEMENTARY SCHOOL

Abstract

This article discusses the use of gamification as a pedagogical strategy for teaching fractions in the 7th grade of Elementary School. Based on the recurring difficulties in understanding fractions, such as interpreting parts of a whole, equivalence, and operations, the study analyzes how game elements can promote greater engagement and meaningful learning. The research was conducted at Dom Aristides Piróvano School located in Macapá-AP, utilizing gamified activities that included scoring systems, progressive challenges, group cooperation, immediate feedback, and symbolic rewards. The lessons were structured in phases, where students solved problems involving representation of fractions, simplification, comparison, and operations. The results indicated an increase in motivation, participation, and persistence among students in the face of mathematically challenging tasks. There was also an observed improvement in conceptual understanding, especially when the challenges required decision-making and experimentation. Gamification proved to be effective in transforming mistakes into opportunities for progress, creating a safe and stimulating environment. It is concluded that gamification is a promising strategy for teaching fractions, provided it is well planned, aligned with curricular objectives, and used as a complement to established pedagogical practices. The study recommends that teachers explore structured playful resources, favoring a more interactive and meaningful mathematics education.