Gamificação da aprendizagem: trilhando diferentes caminhos nas aulas de matemática dos anos iniciais do ensino fundamental

• Autor(a) principal: Alves, Joyce Almeida Ataíde
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/4391
• topic: Gamificação; Protagonismo; Metodologias ativas; Ensino de matemática; EDUCACAO::ENSINO-APRENDIZAGEM

The study in question deals with active methodologies from a hybrid perspective and the usage of REDs in mathematics classes in the early years of elementary school. This research aims to achieve the demystification of mathematics, considered as a science of difficulty understanding, through changes in the methodological practices of the teachers.The main objective of this survey is the elaboration of a hybrid didactic-methodological proposal, supported by active methods, as a possible contribution to pedagogical practice of professors and educators, and consequently, a probable improvement in the students’ understanding of mathematical concepts which is more complex and detailed. This analysis is characterized by an action research (THIOLLENT 2011) which aimed at a methodology of a qualitative descriptive approach. The research corpus is composed of statical data of the results obtained by the municipal schools of Campina Grande - PB in the SAEB Test and SAMA Assessment, by 28 questionnaires answered by teachers, who teach the last year classes of the Elementary School - Early Years, in the year of 2020, as well as field diaries of two (2) teachers who participated directly in the application of gamified activities. The study has focused on the concepts of hybrid learning and active methodologies which are supported and studied by Bacich e Moran (2018); Bacich et al., (2019) e Horn and Staker (2015) among others. The datas revealed that our students still have low performance in math, and this fact proves that there is a gap about what is taught and how mathematical concepts are approached, and how these same concepts are presented in people's daily lives, including when answering an assessment such as the SAEB Test or SAMA Assessment. The data from this research still demonstrates that even in our public schools which, so far, do not have technological tools for the usage of REDs, it is probably to change the posture of teachers towards teaching methods in the classroom. The usage of gamification as an active strategy in the learning, promotes an improvement from the students in the activities, even in an unusual time, where the social isolation took teachers and students from the classroom and presencial activities and put them into online classes, without any time to plan. The changes in the methodologies proved the great potential of this method. We conclude that the way the process of teaching and learning in mathematics classes takes place in our classrooms in the early years needs changes in how to teach, and in the role of the professional, who is in charge of this process. Therefore, training our teachers for a contemporary digital education is essential.