Aplicação do jogo da trilha algébrica humana como ferramenta no ensino e aprendizagem de álgebra: uma experiência com discentes do 8º ano do ensino fundamental

Abstract

Knowing the importance of playfulness as a pedagogical tool in mathematics education, especially in the context of Algebra instruction, this work presents the pedagogical proposal of a game called "Human Algebraic Path," primarily aimed at teachers, to be used as a tool in teaching and learning this subject. This proposal aims to motivate and spark students' interest in the discipline, thereby facilitating teaching practices. The objective is to analyze the potentialities that the Human Algebraic Path game offers for teaching and learning algebra to 8th-grade students. This work adopts a qualitative, quasi-experimental approach, conducted in an 8th- grade class at a public school in Teresina-Pi. The application of the Human Algebraic Path game was successful, yielding satisfactory results for both teachers and students. Based on the data obtained, it is concluded that the use of didactic resources such as games and tangible materials significantly contributes to students' development and learning. This playful strategy has the ability to foster creativity, logical reasoning, imagination, and comprehension skills. Following the intervention, it is evident that the application of the Human Algebraic Path as a tool in Algebra education has the potential to enhance teaching quality, motivating students and cultivating their interest in the subject, demonstrating that mathematics is an intriguing discipline that can be understood.