This research addresses the low effectiveness of traditional methodologies in teaching geometry to students of higher basic education, which has contributed to the low performance in mathematical competencies. In view of this situation, the implementation of a gamified digital application is proposed to promote a more participatory and meaningful learning. The type of sampling is non-probabilistic by convenience, so 99 students were considered. The research technique used is the survey addressed to students. The instruments used were: a questionnaire to determine the methodological strategies currently used by teachers; and a written test to measure the level of geometric reasoning according to Van Hiele. Both instruments were validated in content and construct by means of the expert judgment technique. The results obtained show that the use of traditional strategies predominates in the process of learning geometry in the classroom, and that 92% of the students, regarding their level of geometric reasoning, are at level 2 (low) out of 6 (complete); This can be corroborated by the significant differences between the pre-test and post-test after the application of the gamified tool; therefore, it is concluded that this proposal is valid to be implemented in traditional educational scenarios and thus ensure meaningful learning of geometry at the upper elementary level.
