Educational Games in the Acquisition of Mathematical Calculations in the Literacy Process

Abstract

This research aims to analyze how educational games contribute to the acquisition of calculations in the early years of literacy, focusing on counting, composing, and decomposing numbers. The theoretical basis combines mathematical literacy in childhood, game-mediated learning, and the cognitive foundations of number construction (mental straight line, subtilization, estimation, and working memory). Based on the authors Hui (2023) and Hilz (2022), among others, the methodology adopted was an integrative review of studies published between 2019 and 2025, with inclusion criteria focused on interventions with children in the literacy process that measured outcomes related to calculations. The results indicate consistent gains in additive fact fluency, understanding of numerical neighborhoods, and mental calculation when the games present clear active teacher participation. The findings indicate that games, aligned with micro-goals (such as the composition of ten or relationships on the number line) and observable success criteria, serve as levers to consolidate basic calculations in literacy. A three-step protocol is proposed: brief diagnosis, selection of a game consistent with the goal, and formative assessment with simple rubrics, combined with teacher training initiatives and research with more robust designs. It is clear that pedagogical games, when planned intentionally and supported by careful mediation, make student learning more meaningful. Games strengthen logical reasoning and help students develop autonomy during the literacy process.