Os “trading card games” como estratégia pedagógica para a aprendizagem da matemática no ensino médio

Abstract

This research has as its object of study trading card games as a pedagogical strategy in the teaching and learning of Mathematics, seeking to answer the problem: how gamification, with emphasis on trading card games, as a pedagogical strategy, enables the learning of Mathematics in High School ? To this end, our general objective is to analyze the possibilities of gamication, with emphasis on trading card games, as a pedagogical strategy for learning Mathematics in High School. And, as specific objectives: present gamification in a didactic-pedagogical context of mathematical concepts; develop problem situations mediated by trading card games, with emphasis on Magic: The Gathering; identify meanings attributed by students, about the possibilities of gamification as a pedagogical strategy in learning Mathematics. It is a field research, as data production took place directly at the Federal Institute of Piauí, Campus Angical, in the city of Angical-PI. 21 students from the 2nd grade high school class/integrated into the IFPI Administration course participated in the research. The research approach is qualitative because we are not tied to statistical data, but rather to the meanings attributed by students, regarding the possibilities of gamification, with emphasis on trading card games, as a pedagogical strategy for learning Mathematics in High School. For data production, we used the following instruments: initial and final semi-structured questionnaires, participant observation and the researcher's field diary, which are notes, records of observations and data produced during the development of field research. About the procedure for data analysis, we adopted the proposal of thematic blocks (or axes themes), namely: 1) meanings initially expressed by students about games and their relationship with mathematical concepts; 2)the mathematical learning movement mediated by trading card games; 3) meanings attributed by students about the possibilities of gamification as a pedagogical strategy in learning Mathematics. We emphasize that, with this study, it was possible to perceive the importance of the teacher's intentionality when organizing and developing their classes, whether gamified or not, as determinants for the learning and development of students' mathematical scientific knowledge. Some theorists such as Araújo (2015), Fardo (2013), Garcia (2015), among others, supported this study.