Introduction: Teaching mathematics in primary education continues to represent a challenge for both teachers and students, due to the low level of motivation and the abstract nature of the content. In this context, gamification has emerged as an innovative pedagogical strategy that seeks to transform the learning experience through game dynamics. Objectives: The objective of this article was to analyze the impact of gamification on mathematics learning in primary education, evaluating its effects on academic performance, motivation, and student engagement. Methodology: The applied methodology was based on a systematic literature review guided by the PRISMA method, selecting 27 academic articles published between 2013 and 2024 in databases such as Scopus, Scielo, and Google Scholar. From the review, the most used tools, the reported benefits, and teachers' perceptions of the application of gamification in the classroom were identified. Results: The results show that gamification significantly improves motivation (90% of studies), academic performance (85%), and the development of cognitive and social skills. Tools such as Kahoot, Quizizz, and specialized mobile applications are the most commonly used. Furthermore, most teachers view this strategy positively, although they point out the need for specific training and adequate technological resources. Conclusions: It is concluded that gamification is an effective strategy for teaching mathematics in primary school, provided it is implemented in a planned and balanced manner, integrating clear pedagogical objectives and considering the characteristics of the student group. Finally, future research exploring the impact of gamification in diverse contexts and its integration into other areas of the school curriculum is suggested. General Area of Study: Social Sciences. Specific Area of Study: Education. Type of Study: Original Article.
