Digital or unplugged games: play or thing seriously?

• Autor(a) principal: Possamai, Janaína Poffo
• Data de Publicação: 2020
• Outros Autores: Simon, Vanessa Lima Bertolazi, Simon, Alexandre
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
• Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/9972
• topic: Educação; Ensino-aprendizagem; Jogos didáticos; Ensino de Matemática; Kahoot; Education games; Mathematics Teaching; Kahoot

This article presents some narratives about childhood and playfulness, from the historical perspective that allow a brief analysis of the use of games as a tool in the teaching and learning of Mathematics. From this perspective, this work aims to assess the implications and what the children's preference is, when using the game as a teaching tool, both in digital format using the Kahoot! As in the version of the same in unplugged form (manual). To this end, a game was applied in order to promote the development of mental calculus related to the four fundamental operations, in a class of the second year of Elementary School. The results indicate that regardless of the form of the game, the interests are related to the particularity of the situation and not to the presentation format. Regarding learning, the development of mental calculus was stimulated equally in both versions of the game, favoring group work, the development of problem-solving and decision-making skills.