Interação com jogos digitais de matemática no ensino médio: um estudo de caso envolvendo o tópico de área

Abstract

This work deals with a Qualitative Research, an Ethnographic Case Study, with data collected during the first semester of 2019 and analyzed during the same year, in a state school in Linhares-ES. It seeks to answer the research question: what contributions can digital games provide to the teaching of the topic of area in a class of the 2nd Grade of High School? And it presents discussions about the theories of Borba and Penteado, Prensky, Mattar and Vygotsky, about the importance of using digital technological resources in the school environment and their relevance for living in society; the multiple learnings of digital natives and possible improvements in learning rates with the use of digital games; as well as possible improvements in the teaching and learning process through mediation and interaction. The General Objective was to identify and analyze the contributions of digital games to the process of teaching and learning the topic of area in a class of 2nd Grade of High School of a state school in Linhares - ES. It involves the concept of area in flat regions and surfaces of three-dimensional objects. The procedures for data collection were the application of activity lists (pre-test, test and post-test), the observation and recording of audios during the interaction with digital games, the application of an online questionnaire and the participant observation with records in a field diary, aiming to analyze the performance of students in the development of written activities and during interaction with digital games, as well as to know their opinion regarding the use of digital games in high school math classes . As a result, we found that the interaction with digital games interfered with the way some subjects involved relate to geometry, with problem situations involving the concept of area and its interpretations. Because they presented greater perception, persistence, dedication and autonomy in decision-making at the end of the investigation, reaching the interest of most of the investigated students