2026-11-032026-11-032025-03-11SANTOS, Victor Cézar Scerni. Gamificação e tecnologias digitais no esnino de polígonos: Uma abordagem para professores de matemática do ensino fundamental. Orientadora: Ana Kely Martins da Silva. Coorientadora: Cinthia Cunha Maradei Pereira. 2025. 131 f. Dissertação (Mestrado Profissional e Ensino de Matemática ) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/404AbertoEducação matemáticaTecnologias digitaisGamificaçãoEnsino de polígonoMathematics educationDigital technologyGamificationTeaching polygonsDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalThis dissertation addresses the use of gamification and digital technologies as support strategies for teaching mathematics, with a focus on the content of polygons in middle school. The guiding research problem was: is it possible to develop a digital platform with gamification strategies for teaching mathematics? In this context, the general objective was to present the proposal of a gamified digital platform, named ClassTiger, as a support tool for teachers in mathematics education. The specific objectives included: analyzing the theoretical foundations of gamification and digital technologies and their applications in teaching; developing a digital platform as a gamified strategy for mathematics education; and proposing models of pedagogical activities based on gamification, using the content of polygons as an example. The methodology adopted was qualitative, exploratory, and descriptive, grounded on authors such as Huizinga (2000), Prensky (2001), Deterding et al. (2011), Alves (2015), and Santos (2020). The empirical field of the research involved mathematics teachers from middle school, who answered questionnaires and designed activity proposals using the pedagogical guide model integrated with the platform. The results revealed that teaching practices are still predominantly based on traditional materials, such as handouts and textbooks, but there is openness and recognition of the relevance of innovative strategies, particularly those that use digital resources and game elements to foster engagement. It is concluded that gamification, when combined with digital technologies, is a viable and necessary alternative to reframe mathematics education, contributing to student motivation and providing teachers with new methodological possibilities. Based on the research results, an educational product was developed in the form of a guide entitled.PPGEM - Metodologia para ensino de matemática no nível fundamental