O ensino de Matemática, a neurociência e os games: Desafios e possibilidades

Abstract

In the current context, the number of students in a Y generation, also called "internet generation", who undergoes major educational and technological transformations, is able to perform several tasks at the same time, simply by using smartphones. Thus, these students think differently and, consequently, teachers need to bring new approaches to mathematics teaching that contemplate their totality, or at least approach this diversity of student learning styles and rhythms. Thus, it is possible to use the logic of games in an educational vision and connected with the practices of recent investigations of neuroscience, considering that our students are at all times dealing with thousands of information quickly, but forget at a speed similar. In this perspective, this dissertation aims to identify and analyze methodological trajectories for the pedagogical practice of Mathematics, using some presuppositions of gamification and neuroscience, in the teaching of quadratic function. This research is guided by a research of a qualitative nature, exploratory-descriptive, specifically an ethnographic case study and discusses how neuroscience and games / gamification contribute to the construction of mathematical knowledge, specifically with regard to the content of function based on the application of a semistructured interview, classroom observations, which resulted in field notes, and questionnaires with the teacher and the students of a 9th grade class from a public school of the municipal education network of the Sertão Paraíba, (Gee, 2007), Werbach & Hunter (2012) and Fonseca (2017) lead us to reflect on the current teaching of Mathematics, which highlights the protagonism of the students and presents the motivation as an ally of the teacher.