Gamificação analógica no ensino de matemática: a materialização de uma experiência com estudantes de 6º e 7º anos

Abstract

This study aimed to analyze contributions of the use of analog games for teaching mathematical concepts to 6th and 7th grade students. Thus, we sought to list contributions, limitations, and difficulties of analog gamification for teaching mathematical concepts, specifically operations with natural, integer, and rational numbers, and divisibility criteria, based on a practical experience of building and applying ludic games in the context of active methodologies. Methodologically, this refers to a qualitative and exploratory research approach. Regarding technical procedures, it is an action research and field research. The data collection instruments were two questionnaires - diagnostic and final -, student and researcher logbooks, photos of the games and practices developed by the students. The research subjects were 6th and 7th grade students from a municipal school in Chapecó, SC. Data analysis was performed using two categories: (i) Contributions of Analog Games to the Teaching of Mathematical Concepts and (ii) Limitations and Difficulties of Using Games to Teach Mathematical Concepts. Despite the limitations and difficulties faced, the materialization of the experience demonstrated that the creation process acted as a catalyst for teaching and promoted student protagonism. It is concluded that analog gamification is an effective methodology, capable of making Mathematics teaching meaningful, promoting the development not only of mathematical concepts but also of socio-emotional skills.