Estratégias didáticas nos processos de ensino e de aprendizagem em matemática no mundo digital virtual em 3D open sim

Abstract

The purpose of this paper is to investigate the characteristics of the teaching and learning process of Mathematics in 3D Virtual Digital Worlds (MDV3D), Open Sim, based on didactic strategies directed towards the systematization of geometrical knowledge between teacher and students, making use of interfaces available in the environment, such as sounds, images, texts and videos. The purposes of the study were: to analyze the contributions and potentialities of Open Sim in the teaching and learning process of Mathematics; to reflect on the qualification of Mathematics teachers with Open Sim; and to provide interactions among the subjects involved, by means of didactic strategies, such as problem solution, digital technologies (TD) and games of mathematics and logical reasoning, in the classes of Mathematics, using the resources available in the environment. The study was based on theories of MDV3D by Backes (2011), Behar & Maria (2013), Mattar (2008), Schlemmer (2013), Valente & Mattar (2007), and Bernardi, Moresco & Behar (2013). We used a qualitative netnographic approach as investigation method, with the support of TD. The data were collected from an extension course: MDV3D Immersion course – Mathematics in action and movement, in Open Sim. We applied semi-structured interviews, online questionnaires for students, participant observation and field diary. Twenty subjects were selected for the study – undergraduate students of Mathematics, both in the classroom and in online courses, at the Federal University of Alagoas (UFAL). These subjects were enrolled in the extension course. The findings have shown that the subjects presented difficulty to manage the environment, as they had never used Open Sim before. The didactic strategies for problem solving in the educational practice, the pedagogical possibilities of TD in the classes of Mathematics, and the games of mathematics and logical reasoning, have provided interaction and stimulation in the construction of geometrical knowledge. We have found that students were willing to enhance their practice in the use of Open Sim, as they were available for a systematic follow-up and for adequate training, based on support, dialogue and collaboration. The data indicate that Open Sim enables the configuration of new ways to learn and teach Mathematics, through interaction and exploration of the environment – with experimentation and collaboration – where the subjects are immersed by means of an avatar. Such environment provides spaces for reflections on the process of the formation of an emerging culture, in a 3D space.