Gamification as a Teaching Alternative in Learning Mathematical Concepts in The Early Years During the Covid-19 Pandemic

• Autor(a) principal: Campos, Krishna
• Data de Publicação: 2022
• Outros Autores: Moraes, Dirce Aparecida Foletto de, Méllo, Diene Eire de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1904

The objective of this study is to investigate how contributions of alternative gamification made the learning of mathematical concepts by students of the initial studies of elementary school in a public school, during the pandemic period. The methodology of this work is based on qualitative methodology, with principles of research-intervention organized in three stages: the profile of the class and the needs; Planning and execution of gamification and gamified activity in the learning of mathematical concepts. The target audience consisted of a class of 25 students from the 3rd of the Initial Years. The results indicate that a gamified activity favored the learning of mathematical concepts as it enabled an active and engaged participation of students through a playful experience. It is also pointed out the possibility of providing feedback to the preparations, a constant evaluation of learning and as possible means of communication. The data also revealed that the gamified activity constitutes a challenging task, which resulted from various forms of mental operation and students in solving questions. Keywords: Gamification. Mathematics. Teaching. Learning. Remote teaching.