The traditional professional development model for educators has proven limited in its ability to generate fundamental changes in teaching practice. Often, teachers attend workshops and seminars where they receive a tremendous amount of information passively, without having the opportunity to practice, experiment, or adapt the new strategies to their particular contexts. In addition, this approach does not always foster a culture of continuous learning or a community of practice that allows the exchange of ideas and experiences.
After experiencing the above, the motivation with the alternative model arises in promoting a more dynamic and relevant form of professional development, especially in teaching mathematics in prekindergarten.
From here, the concept of Gamification as an interactive online tool for educators and students is to change the perception of tedious mathematics and make learning more attractive and accessible. They participate in their education with great participation, trying new methodologies in real time and receiving immediate feedback. In this sense, Gamification is presented as a useful solution because it makes abstract concepts tangible and enjoyable. This is a relevant model insofar as influencing student learning and creating community among educators is concerned. In integrating Gamification into our teaching, we invite educators to create, collaborate, and share. That can have a big effect on school culture: a culture of learning taken seriously, yet enjoyed.