A gamificação como estratégia de ensino de conteúdos algébricos: uma proposta pedagógica para os anos finais do ensino fundamental

Abstract

This course completion work sought to investigate how the Gamification methodology can serve as a pedagogical strategy for teaching algebraic content in the final years of elementary school. A pedagogical intervention was carried out at Escola Comunitária do João de Deus, located in São Luís - MA, using an interactive application to promote greater motivation, engagement, and understanding among the institution's eighth and ninth-grade students. The study was based on the National Common Curricular Base to explore algebraic content and theories such as Ludopedagogy, Self-Determination, and Meaningful Learning, in addition to research by Fardo (2013) to affirm gamification as a pedagogical strategy. The research was developed with an exploratory approach based on bibliographical research that relates gamification to the teaching of algebraic content and describes the activities carried out during the intervention. Qualitative and quantitative analyses were conducted on the data obtained through observations, quizzes, and the questionnaire applied to the students. The findings indicated that gamification significantly contributed to improving students' behavior and interest in mathematics classes, facilitating the learning of algebraic concepts and consequently students' understanding.