Jogos não educativos e a matemática: uma análise dos jogos digitais populares no ensino de matemática

Abstract

This study explores the potential of digital games as a pedagogical tool in mathematics education, focusing on games not originally designed for educational purposes. Although primarily for entertainment, these games often incorporate mathematical concepts, enabling their use in creative and engaging teaching approaches. The central question addressed is: What are the possibilities of applying meaningful learning in high school mathematics through popular, non-educational digital games? This qualitative research analyzes three digital games using Bardin (2016) content analysis framework and Ausubel’s meaningful learning theory. Results suggest that popular digital games, already familiar to students before high school, can foster innovative practices in mathematics teaching. Moreover, the study discusses the role of these games in schools, emphasizing how the integration of technology into education contributes to its evolution at various levels