TikTok nas aulas de matemática : uma análise da produção de vídeos para a aprendizagem do conceito de fração no ensino fundamental

Abstract

The dissertation investigated the pedagogical potential of TikTok in learning the concept of fractions by 6th-grade elementary school students. Motivated by the need to address concerns about mathematics performance, the research adopts an innovative approach by integrating TikTok as an auxiliary educational resource aligned with the interests of digitally connected students. The research problem explores the pedagogical potential of student-produced TikTok videos for learning the concept of fractions. The objectives are to explore the effectiveness of TikTok as an educational resource for learning the concept of fractions, evaluate TikTok as an educational tool, and analyze student video production on the topic. The methodology adopts a qualitative, exploratory approach, involving data collection through video production, interviews, and observations in two 6th-grade classes. Data analysis was conducted by applying the principles of the Cognitive Theory of Multimedia Learning, integrating the data through the strategy of triangulation, which allowed for cross-referencing information from different sources and methods used in the research. The results indicate an improvement in students' understanding, evidenced by their clarity in explaining and practically applying the concepts. The final considerations highlight TikTok's potential efficiency as an auxiliary educational tool to promote learning the concept of fractions, emphasizing the importance of reflective and adaptive pedagogical approaches. Future research could explore the potential impacts of TikTok on other areas of the mathematics curriculum and at different educational levels