2024-08-122024-08-122024-08-122024-01-29https://repositorio.ifal.edu.br/handle/123456789/604It is known that rational numbers are the basis of various mathematical content and understanding these numbers, in their fractional form, is essential for the mathematical development of students at different levels of education. While games present themselves as an alternative in teaching mathematics, the low rates presented in the last IDEB of 2021 in relation to mathematical knowledge, more specifically about fractions, was the starting point for the development of this study. As a methodology, this research focused on work developed at national level, so the CAPES catalog of theses and dissertations was used as a research source, where a systematic review of the literature was carried out, having adopted the protocol according to Kitchenham ( 2004), all with the aim of verifying whether and which mathematical games are being inserted in the process of teaching and learning fractions and the results obtained. According to the works analyzed, teaching fractions through concrete or digital games presents satisfactory results. Thus, it was concluded that this methodology must be considered in teaching activities.Acesso AbertoJogos MatemáticosFraçãoRevisão Sistemática de LiteraturaMathematical GamesFractionSystematic Literature ReviewTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA