Gamification as pedagogical mediation

inclusive strategies for students with learning difficulties and TDAH

Abstract

This article reports on the implementation of inclusive practices in mathematics education for students with learning difficulties and Attention Deficit Hyperactivity Disorder (ADHD), through pedagogical mediation using gamification. Grounded in Vygotsky's theory, which emphasizes mediation and social interaction as central elements of cognitive development, a diagnostic assessment was applied to identify gaps in students' mathematical knowledge, particularly in the four basic operations and in the understanding of place value. Based on these findings, pedagogical interventions were planned and carried out through educational games and ludic activities, accompanied by individualized support, addressing the different learning paces and needs of the class.

The interventions proved effective in strengthening students' autonomy and engagement, contributing to a more dynamic and inclusive learning environment. For this study, the analysis focused on the knowledge development of one student with ADHD as a representative case, establishing connections with similar cases. The results of the post-intervention assessments indicated significant qualitative progress, although difficulties in division operations persisted, highlighting the need for ongoing support. The report reinforces the importance of the teacher's role in selecting and mediating pedagogical strategies, in accordance with the Brazilian Law of Inclusion, which advocates equal opportunities for all students. It is concluded that gamification, combined with qualified teaching mediation, constitutes a valuable tool for meeting the diverse needs of students, promoting not only the acquisition of mathematical content, but also socioemotional development and effective inclusion within the school context.