Storytelling: uma proposta para o ensino de matemática

Abstract

Currently, we live in a society that is constantly undergoing processes of change in which technologies are in almost everything we see, hear and experience. The teacher, as responsible for part of the educational process, must accompany this change through discoveries and technological innovations, facing new challenges and looking for solutions that enhance the development of quality in the contexts in which they operate. This work is characterized as a qualitative research and its general objective was to analyze the effects of digital Storytelling produced according to the Cognitive Theory of Multimedia Learning (TCAM) in mathematics classes in two 9th grade classes, this fact happened so that we could compare the results and verify the effects of digital Storytelling in two environments. As specific objectives, this study sought to build Storytelling digitals that deal with mathematical concepts based on TCAM, investigated the effects of using Storytelling digitals in mathematics classes and understood the potential of using Storytelling digitals in mathematics teaching. To achieve these objectives, a field research was carried out involving Storytelling in printed format and digital Storytelling in video format. As a result, we found that the use of digital Storytelling caught the attention of students and, for most, it facilitated the understanding of the proposed problems and left them more motivated to solve than the printed format.