Avançado com matemática!: um jogo computacional para alunos do quinto ano do ensino fundamental Duque de Caxias

Abstract

According to Vygotsky, to occur personal transformation is essential that permeate the social interaction and computational educational game can handle an effective technological resource for this transformation to occur in a playful and fun way. The "Advancing with Mathematics", was developed as the educational product for this research being applied to the class of 5th grade elementary school in a private school located in the Campo Grande neighborhood of the West Zone of the City of Rio de Janeiro. The game can be easily accessed via the link www.avancandocomamatematica.com.br. This research aimed to investigate the computational educational game "Advancing with Mathematics" is a technological resource that contributes to student motivation in Mathematics, leading him to actions with enthusiasm and commitment. Moreover, it was intended by our study, encourage the student in the interpretation and resolution of problem situations of multiplication and mental division and written with the use of this computer game and see if it enabled the development of important skills such as logical reasoning and decision-making, making it more active participant, not forgetting also to assess whether the game was fun competitions provider providing the student to experience situations of respect and success. For this study, the technique for data collection was the observation, as this allows the observer to the possibility of raising the data in a given situation through your perception. The methodology of this research was qualitative descriptive nature, is also worth of quantitative data. All data collected during the process of collecting the information were recorded in a field diary and through image documents, for further examination. For a clearer understanding, the analysis of the data of this research was presented through graphs and charts and the results showed that: a) the most frequent reactions were pleased to play; b) the student-student interaction was constructive throughout the process; c) the evaluation of the game made by students was satisfactory; d) Some students experienced difficulties in interpreting some issues of the game.