Gamificação no ensino matemática: proposta de sequência didática de uma aplicação do dominó trigonométrico no ensino das razões trigonométricas na circunferência

Abstract

This study aimed to develop a didactic sequence using trigonometric dominoes as an innovative teaching resource to enhance high school student’s understanding of trigonometric ratios on the unit circle. The proposal arises from the need to make classes more dynamic, contextualized, and aligned with the guidelines of the Brazilian National Common Curricular Base (BNCC). Therefore, a qualitative research approach was adopted, grounded in theoretical frameworks related to teaching and learning. Although the proposed sequence guides teachers, further research is necessary to evaluate its effectiveness and refine its application to improve student learning outcomes. Thus, this work seeks to offer mathematics teachers a didactic sequence proposal that contributes to the teaching of trigonometry and inspires other educators to implement educational practices that promote active student participation and more meaningful learning.