2026-07-072026-07-072025-07-09https://repositorio.ifal.edu.br/handle/123456789/3111This qualitative research, designed as a case study with elements of participatory research, aimed to understand the perceptions of 8th-grade students regarding the use of the Yu-Gi-Oh! card game as a pedagogical tool in Mathematics classes, with a focus on Financial Education. Seeking to explore the potential of strategy games in the teaching-learning process, the intervention was carried out in three stages with a group of 10 students from a municipal school located in São Luís do Quitunde, Brazil. Data collection involved a questionnaire with eight questions, developed using Google Forms, and the researcher's field diary. The results indicated a high level of student engagement and a satisfactory adaptation to the mathematical calculations involved, despite specific difficulties, such as subtraction with regrouping. Students also demonstrated a good understanding of the financial concepts addressed in the game, such as markups, discounts, and interest. They expressed satisfaction with the experience and emphasized the importance of having more time with the game materials to deepen their strategic thinking. It is concluded that the use of games can facilitate the learning of mathematical and financial content, while also promoting more engaging and meaningful moments in the context of Financial Education.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilMatemática - Ensino-aprendizagem.Educação Financeira - EnsinoYu gi oh! - JogoFinancial EducationMathematics EducationYu-Gi-Oh! - GameTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA::MATEMATICA