Gamificação e ensino da matemática no ensino fundamental anos iniciais

Abstract

This paper analyzed the theoretical references about gamification as a methodological proposal for education. Supported by research in the book Gamification in Education by the organizers Fadel et al. (2014), and also the book "Gamification Book" by Yu-Kai Chou (2019). The main objective was to reflect on gamification as an innovative methodological proposal for learning in education. The reflections were analyzed through the perspective of Gamification Applied to Lesson Plan by Dr. Prof. Fortunato and physicist Teichner (2017), and also the Octalysis Framework created by Chou (2019). As a proposal for incorporating gamification in education, a project was developed to gamify the learning of subtraction in a first year class of the Early Years of Elementary School. The results show the influence that gamification has had on students, and the benefits in terms of performance, sense of belonging, joy during classes, and the answers given by students and teachers to the questionnaire proposed at the end of the project. It is noteworthy that "playing" for education is not just a matter of having fun, but a way of socializing, of educating, and of building knowledge, where the teacher's role in this process is to provide and ensure a rich, pleasurable, healthy, and non-discriminatory environment for varied educational and social experiences. The results of this paper support the idea that gamification and, consequently, gamified activities have the potential to keep people engaged, developing creativity and building relationships.