A Gamificação como estratégia de ensino: a percepção de professores de matemática

Abstract

This research aimed to unveil the possibilities of using Gamification in the teaching and learning processes of Mathematics. To develop it, the following specific objectives were drawn: a) to characterize Gamification in its historicity, its constituent elements and its application; b) relate the Theory of Significant Learning in the perspective of Ausubel with Gamification; c) to explore if / how it occurs to the use of Gamification in the teaching of Mathematics with teachers who teach in public schools of the State of Paraná. The qualitative research had as subjects, Mathematics teachers of public schools of the year of 2017. The data collection instrument was a questionnaire of Google Forms, originating a sample of 171 teachers. The dissertation is organized in five chapters. The first one, discusses the origin and constitution of the concepts of Gamification, built in dialogue with specialists authors of the theme. The second one deals with applied Gamification in the area of Education, presents a systematic review on the subject, as well as possibilities to combine Gamification with Significant Learning Theory. The methodology of data research and analysis using the Iramuteq software and the Bardin Content Analysis (2016) constitute the third chapter. In the fourth chapter, the collected data is presented, discussed and analyzed. The main results of the research pointed out that the use of Gamification as a teaching strategy for mathematics is still in the embryonic stage, although there are possibilities to flexibilize its use, both for virtual and in-person environments. Regarding knowledge about Gamification applied to Education, it was found that there are teachers who used the strategy without knowing its theoretical foundations, there are teachers who have little knowledge, and there are those who only heard about it. Teachers who have already used Gamification in their classes did so with the purpose of arousing students' interest in studies and facilitating the learning of mathematical contents. They considered that it contributes to their development in relation to mathematical learning. The lack of knowledge of Gamification as a teaching strategy and its theoretical-practical foundations, declared by the group of teachers investigated, indicates the need for continuing training courses for teachers on this topic. The possibilities for Gamification to be used as a strategy for teaching mathematics depend on the teaching planning, intentions and goals to be achieved in the teaching and learning processes. Although the possibilities of using Gamification are feasible in school contexts, as evidenced in the results of these studies, there are aspects that can influence, positively or negatively, their use in teaching, among them: teachers' beliefs, the specific and pedagogical knowledge of the mathematical content to be taught, the quality and suitability of the gamification activities proposed for teaching and mathematical learning. It is considered that it can be a starting point for teachers who want a differentiated way of teaching and engaging their students in a pleasant, interesting and motivating study, thus making learning more meaningful.