The development of problem solving with a game as a starting point for teaching mathematics

• Autor(a) principal: Mendes, Luiz Otavio Rodrigues
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/17590
• topic: Ensino; Flippy Bit; Base Hexadecimal; EAMvRP; Tecnologias Digitais.; Flippy Bit; Hexadecimal base; EAMvRP; Digital Technologies

This research aimed to analyze the implications of the use of Digital Technologies through a game with problem solving in which the problem is the starting point. To this end, a qualitative study was conducted with 19 students from a public university in Paraná. A questionnaire containing open questions was used for data collection. After analyzing the data, it was possible to infer that when working on the Teaching-Learning of Mathematics via Problem Solving with the Flippy Bit game, it was observed that the game had the same function as a Mathematics situation, so that it implied a certain difficulty for the undergraduates. Moreover, the students used their previous knowledge to be able to play, specifically, the knowledge of addition, potentiation and binary base. By developing the activity in groups, they were able to exchange ideas, analyze the resolution of the colleague, as well as carry out collaborative work. It is important to highlight that the groups even understood the process, however, they did not know how to explain exactly the mathematical process of conversion through calculations. Thus, this occurred through the articulation made by the teacher. After this process, the students had a 100% increase in the level achieved in the game by understanding how mathematical calculations were made. As potentialities, the students pointed out a different teaching process from the traditional one, development of logical reasoning, favoring a more interesting class, autonomy, competitiveness and working with previous knowledge.