This study examines how gamification, combined with active learning methodologies, can foster innovations in mathematics education, with emphasis on conceptual learning, student engagement, and the development of autonomy. The research adopts an integrative literature review design, drawing from relevant scientific databases, with combined descriptors and inclusion criteria ensuring the selection of recent studies. The analysis organized the evidence into categories such as engagement, learning, protagonism, and teacher education. Findings indicate that the integration of gamification and active methodologies enhances student interest, deepens understanding of mathematical concepts, and promotes collaborative learning. Advances were also identified in the development of socio-emotional skills and in the inclusion of diverse learner profiles, although challenges remain related to teacher preparation and technological infrastructure. The review confirms that the planned use of these strategies represents a consistent path for pedagogical renewal in mathematics teaching, helping to overcome the limitations of traditional models and bringing content closer to students’ realities. The results provide support for teacher training and for the formulation of educational policies that encourage more dynamic and participatory practices, strengthening mathematics learning and preparing students for present and future demands.
Basoni et al. (Mon,) studied this question.