Jogos Digitais no Ensino de Matemática: experiências escolares e sentidos atribuídos por estudantes da rede pública de Uruçuí-PI

Abstract

This study investigated the use of digital games as a pedagogical strategy in Mathematics teaching, focusing on two public school classes in Uruçuí, Piauí — one from elementary school and the other from high school. Adopting a qualitative approach, the research involved the implementation of two digital games, accompanied by mixed questionnaires and classroom observations. The analysis, grounded in content analysis techniques, revealed that, when properly mediated, digital games can foster student engagement, increase interest in the subject, and promote meaningful learning. The results were more positive in the elementary class, where the students showed notable affective and cognitive involvement. In the high school group, greater resistance and difficulty in appropriation were observed, highlighting the importance of teacher mediation and prior conceptual preparation. The study concludes that digital games, far from being ready-made solutions, can become powerful didactic tools when integrated into pedagogical practices that are sensitive to the school context