Utilização de jogos digitais lúdicos sob a ótica da teoria das situações didáticas e da metodologia de ensino através da resolução de problemas

Abstract

The present study aims to investigate, from the perspective of the Theory of Didactic Situations and the Teaching-Learning-Assessment Methodology of Mathematics Through Problem Solving, how students in the 5th year of Elementary School (re)signify their knowledge systematized during the problem solving and elaboration process, based on the proposition of a Didactic Sequence and the use of a playful digital game. Furthermore, the research has specific guiding objectives: highlighting the contributions of playful digital games and their implications as a pedagogical strategy for teaching Mathematics; outline the relationships between playful digital games, Theory of Didactic Situations and Teaching-Learning-Assessment Methodology Through Problem Solving for teaching Mathematics; understand how 5th year students in the initial years (re)signify their systematized knowledge in the use of playful digital games to teach Mathematics; propose a didactic sequence based on the Theory of Didactic Situations and the Teaching-Learning-Assessment Methodology Through Problem Solving for the use of playful digital games in teaching Mathematics. The methodology used to develop the research will be qualitative, anchored in application research. During data collection, the following instruments were used: a priori and a posteriori questionnaires, systematic observation, audio recordings and activities contained in a didactic sequence, a technical technological product originating from this dissertation. The subjects involved in the research are 27 students enrolled in a 5th year elementary school class at a private school located in the city of Rio Largo/AL. Using the recorded observations, questionnaires, audio recordings and tasks performed, data analysis was carried out based on the content analysis proposed by Bardin. We are based on analysis categories established from the intersection between the phases of the didactic situation and the stages of Problem Solving, in order to analyze the knowledge mobilized by students when dealing with problem situations. In view of the analyses, we consider that based on the proposal of the Didactic Sequence, which used a playful digital game as a pedagogical resource, based on the principles of the Theory of Didactic Situations, the students (re)signified their systematized knowledge in the development of the stages of the Teaching Methodology -Learning-Assessment Through Problem Solving, considering that they were successful in solving problems, through the mobilization of their systematized knowledge, but managed to (re)mean them through understanding the mathematical content introduced in classes.