THE USE OF DIGITAL GAMES IN MATHEMATICS TEACHING: A SYSTEMATIC LITERATURE REVIEW

Abstract

The advancement of digital technologies has brought significant transformations to teaching and learning processes, requiring the re-signification of traditional pedagogical practices, especially in Mathematics education. In this context, digital games emerge as promising educational resources, as they combine playful elements, interactivity, and cognitive challenges capable of fostering student engagement and meaningful learning. Despite the growing presence of these resources in educational environments, there is still a need to systematize the scientific evidence discussing their effective contributions to Mathematics teaching. Therefore, the general objective of this study is to analyze the use of digital games in Mathematics teaching through a systematic review of the scientific literature. Methodologically, this is a qualitative, bibliographic study developed through the analysis of scientific articles, books, and official documents published primarily in the last ten years, selected from recognized educational databases. The results show that the pedagogical use of digital games contributes to increased motivation, engagement, and conceptual understanding among students, in addition to promoting the development of logical reasoning, problem-solving skills, and student autonomy. It is concluded that digital games, when intentionally and theoretically integrated into pedagogical planning, constitute an effective strategy to enhance Mathematics teaching at different levels of basic education.