Tecnologia no ensino da matemática: o uso do SCRATCH na aprendizagem de expressões numéricas para alunos do 8º ano

Abstract

This article investigated pedagogical strategies to support the process of learning Mathematics in the final years of elementary school, with an emphasis on understanding and solving numerical expressions. The study emerged from experiences as a scholarship student in the PIBID program (2023), during which recurring difficulties were observed among adolescents in solving basic operations and in using digital technologies as learning tools. In response to this need, an educational game prototype was developed on the Scratch platform using numerical extensions, grounded in the principles of Creative Learning, with the aim of encouraging autonomy, experimentation, and logical reasoning through playful and interactive activities. The methodology involved designing and programming the prototype, followed by the preparation of a teaching guide aimed at 8th-grade teachers, containing strategies for teaching addition, subtraction, multiplication, division, and exponentiation in a digital context. The prototype was not tested in real educational settings; instead, its analysis focused on pedagogical feasibility and on the integration between Mathematics and technology. Based on studies and research, the results indicate that the use of Scratch for teaching numerical expressions has the potential to make learning more meaningful, creative, and aligned with contemporary educational needs, contributing to collaborative and interactive pedagogical practices.