Gamificação no ensino de matemática: aprendizagem do campo multiplicativo

Abstract

This study addresses the possibilities of the educational use of gamification, in the formal environment, through a face-to-face practice within the classroom and móbile devices beyond the classroom. The teaching-learning process of Mathematics in fundamental education is essential for the entire educational process, but there is a gap between what is taught and what should be learned in Mathematics. So students spend year after year without assimilating the necessary content. Analyzing the strategy of gamification allied to mobile devices as mediators for teaching-learning of Mathematics is the main objective of this research, to which we also seek as specific objectives to conceptualize gamification in educational practice and insert gamification as an alternative to the teaching methodology of the Mathematics. Based on this basis, we will seek answers to the questioning: how can the gamification strategy be used to mediate the learning of the multiplicative field in Mathematics classes with students of the fifth year of basic education, Elementary School I? The study was carried out in a class of the 5th elementary school of elementary school I, of a municipal school in Maceió, counting on the active participation of 19 students and the class teacher. The chosen methodology fell on the qualitative study, through the inductive and emergent approach of case study. The instruments used for data collection were the observation, the questionnaire, the semi-structured interview and the bibliographic research, in order to create subsidies for the study of the presented problem. The data collected were treated through content analysis, divided into two categories of analysis (motivation and learning). The results indicated the real possibilities of didactic use of gamification and móbile devices in formal education. Being that students have easy access to mobile devices (smartphones), and enjoy games (digital or not) and feel motivated when invited to participate. Gamification has been shown to be able to motivate and trigger learning in learners when used both inside (through differentiated classes) and outside the classroom (by means of mobile devices). We thus observe the validation of the contribution of the use of the gamification technique and the mobile devices as facilitating facilitators in the teaching-learning of Mathematics in basic education.