Furtado, Rizia Maria GomesMartins, Valter de Melo2025-11-272025-11-272025https://repositorio.ifrr.edu.br/handle/123456789/214This article presents a qualitative literature review on the contributions of gamification and microlearning in the teaching of Mathematics in the final years of elementary school. The study addresses the problem of low motivation and recurring conceptual difficulties in learning the subject, aiming to identify pedagogical strategies capable of promoting engagement, motivation, and meaningful learning. Nineteen articles published between 2010 and 2025 were analyzed, highlighting trends such as the use of playful elements, immediate feedback, and progressive challenges in gamification, as well as content fragmentation and gradual knowledge retention through microlearning. The integration of these methodologies provides complementary benefits, including the development of socio-emotional and digital skills, aligned with the BNCC guidelines. Despite the advances, challenges were identified, such as the need for adequate technological infrastructure and structured teacher planning. It is concluded that the combination of gamification and microlearning offers significant opportunities for pedagogical innovation, promoting a more engaging, interactive, and meaningful Mathematics education, while also highlighting gaps and directions for future research.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilGamificaçãoMicrolearningEducação MatemáticaTecnologias Digitais na EducaçãoAprendizagem Significativatcc_especializacaoCIENCIAS HUMANAS::EDUCACAOCIENCIAS EXATAS E DA TERRA::MATEMATICACIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULACIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::MATEMATICA DA COMPUTACAO::MATEMATICA SIMBOLICA