Um TECNOLOGIAS DIGITAIS E PLATAFORMA GAMIFICADA NA APRENDIZAGEM MATEMÁTICA:

Uma análise do Matific na Rede Estadual do Paraná

Abstract

Introduction: In contemporary education, digital technologies have played a relevant role in the reorganization of pedagogical practices, especially given the presence of students who are increasingly immersed in digital culture. In Mathematics teaching, gamified platforms and resources based on artificial intelligence emerge as possibilities to make learning more interactive, visual, personalized, and aligned with the current demands of schools. In this context, Matific stands out as a digital platform aimed at mathematical learning, integrating games, challenges, feedback, performance reports, and activities adapted to students’ learning pace. Objective: To understand how Matific contributes to the learning of students in the final years of Elementary School in the Paraná state education system. Methodology: The research is characterized as qualitative and descriptive, developed through a literature review, with a survey of scientific productions published between 2020 and 2026 in electronic databases. Results: The platform may contribute to student engagement, the visualization of mathematical concepts, problem-solving, content review, and the monitoring of learning difficulties, especially when integrated into planned didactic sequences mediated by the teacher. However, tensions were also identified regarding mandatory use, data-based monitoring, teacher training, and pedagogical autonomy. Final considerations: Matific should not be understood as an isolated solution to difficulties in Mathematics, but rather as a complementary resource that, when used critically, intentionally, and contextually, can foster more meaningful, interactive, and personalized practices in Mathematics teaching.