Research on game-related activities highlights their potential to motivate and enhance mathematical learning, giving rise to active methodologies like game-based learning and gamification. This study examines how pre-service mathematics teachers in a secondary education master’s program incorporate these methodologies in the design, implementation, and redesign of didactic sequences, analysing them using the Didactic Suitability Criteria. Based on 318 Master’s Final Projects (2020–2023), findings show a greater focus on game-based learning, with limited awareness of gamification. Despite challenges like time management, game-related activities improve didactic suitability, with sequences showing notable benefits. Certain mathematical domains, like algebra, encourage the use of these methodologies, though pre-service teachers’ application still has room for improvement.