THE USE OF GAMES IN THE TEACHING OF MATHEMATICAL LOGIC:

A LITERATURE REVIEW

Abstract

Mathematics is an essential subject in elementary education, contributing to the development of logical and critical thinking. However, it is often perceived as difficult and unattractive, which represents a challenge for educators seeking to make the teaching and learning process more effective and motivating. Among the innovative methodologies aimed at overcoming this difficulty, the use of games stands out, as they can arouse students’ interest and make classes more dynamic and participatory. Therefore, this research aimed to systematically analyze the academic literature on the use of games as a pedagogical strategy in the teaching of mathematical logic. To this end, the descriptors “Learning,” “Education,” “Teaching,” “Games,” “Logic,” and “Mathematics,” as well as their corresponding terms in English, were used in combination with the “AND” operator. Searches were conducted in the SciVerse Scopus, Oasis, and Web of Science databases, selecting articles published between 2015 and 2025 in Portuguese or other languages. After applying the eligibility criteria and analyzing the results, 74 studies were identified, of which 14 were included in the final review. The analysis indicated that the use of games in teaching mathematical logic promotes more effective, inclusive, and motivating learning, fostering a more participatory and stimulating environment for students. However, gaps remain in the literature, particularly regarding the application of this methodology in diverse sociocultural contexts, indicating the need for further research on the topic.