O uso da gamificação no ensino e aprendizagem de aritmética básica

Abstract

This work aims to show how gamification can be used as a pedagogical strategy in teaching and also in learning basic arithmetic, identifying advantages and disadvantages that gamification brings to the discussion of this mathematical content and verifying the exploration of arithmetic, through this methodology active. The realization of this research is due to the need to use alternative pedagogical resources that facilitate and stimulate the teaching and learning of arithmetic content. For this, a bibliographic research was carried out on the use of gamification in the teaching of arithmetic, finding 06 studies from the descriptor: gamification in the teaching of arithmetic. The results show that gamification allows for more dynamic and interactive classes, student engagement in basic arithmetic activities, facilitating learning and a taste for classes. The most discussed contents of arithmetic through this teaching method are addition, subtraction, multiplication and division, developed in elementary education by researchers in the area of information technology. The educational products built prioritize the use of technological resources, which ends up being a disadvantage due to the low availability of these resources to students in elementary school to carry out the gamified games. Added to this factor is the lack of preparation, training and knowledge of teachers in the development of virtual games. Therefore, it becomes necessary to include gamification as an active methodology in schools, as it can make classes more dynamic and interactive, facilitating the acquisition of knowledge, as it prioritizes the mechanics of games for interaction and carrying out activities. This article was supported by some theorists such as Fardo (2013), Felisberto (2009), Prazeres (2019), among others