Processo de recuperação matemática na educação básica utilizando jogos de RPG

• Autor(a) principal: Costa, Hugo Leonardo Lopes
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/31752; http://doi.org/10.14393/ufu.di.2021.154
• topic: Jogos Digitais; Digital games; RPG; RPG; Gamificação; Gamefication; Processo de recuperação; Retake tests; Educação Matemática; Mathematics Education; Função Afim; Affine Function; Ciência - Estudo ensino; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Ciência - Estudo e ensino

The teaching of mathematics is essential in the construction of knowledge, as it is the basis for many resolutions of everyday situations. The practices of evaluating school learning are still based on a traditional evaluation model, which seeks to make a value judgment about the results achieved, through grades or concepts. Often, the teacher is restricted only to what he teaches and does not challenge or make himself available for the individual growth of his students, which can limit the possibilities of these students. In this sense, it is necessary to seek new methodologies that assist the learning and evaluation process, stimulating other potentialities within the classroom, trying to find ways to complement the traditional models. Thus, using the methodological resources of Information and Communication Technologies (ICT) is a good option, as these technologies are part of the reality of the student, tend to be strategies that stimulate and are interesting. The use of gamification as a pedagogical resource makes the teacher work with a new teaching method. In this regard, characteristics that seek to rescue the student's interest are sought. Given the above, it is noticeable that the replacement of traditional activities with a methodological resource of gamification can offer many advantages to the teaching-learning process of students, this in any age group or level of learning, since the gamification is shaped according to your target audience. Considering the need for a methodological resource in search of minimizing the difficulty of students to Mathematics discipline, the present work aims to develop a tool, using gamification as an evaluation method, focusing on parallel recovery, addressing content mathematical disciplines taught via digital. A tool of its own authorship that has the potential to arouse the interest and engagement of the student, with the aim of replacing one of the recovery assessments, addressing the contents and skills not achieved during the process.