Uma análise de competências profissionais para uso do recurso da gamificação no ensino de matemática

Abstract

Gamification has been used by several teachers and disseminated in researches as a strategy motivating and engaging students. Assuming that gamification is a promising resource for the teacher and that it can potentialize the students' learning ways, we realized that mathematics teachers need certain skills for that they can start using gamification as a resource. Therefore, the objective of this study is to investigate the professional competences in association with gamification as a resource for Mathematics classes. This research has assumed a collaborative, formative and reflective proposal. It has its assumptions centered on Collaborative Research with elements of the Reflective Investigation of the Didactic Documentary Approach. It was was built with the collaboration of a Mathematics teacher who had, at the same time, the basic training to work with gamification through a proposal for action and training, according their teaching requirements. The research has four stages: In Step 1, we focused on identifying specificities of the collaborating teacher in relation to gamification as a teaching resource. In step 2, we started monitoring the teacher's documentary work through the analysis of resources/documents that were developed in previous experiences related to the study of the theme chosen by him for the gamified class. Step 3 was created a gamified class to be implemented in one of your classes. In Stage 4, we carry out the monitoring and face-to-face analysis of the teacher's class in the "9th Grade A" class of the school where he works. In relation to the categories for data analysis, we resumed the general objective and the specific objectives: to identify knowledges, skills, attitudes, necessities and difficulties of the teacher in relation to gamification as a teaching resource for a mathematics class and to infer a system of resources and schemes of use for gamification from the teacher's documentary work. The category of competencies is subdivided into two, one focusing on teaching with gamification and the other on potency properties. In this category, we based the dimensions on studies by Perrenaud (2000) and Dias (2010). The resource category is subdivided into: material resources and resource utilization schemes. For its construction, we resumed the concepts of resource and document, as well as schemas and operative invariants based on Gueudet and Trouche (2008) and Goigoux and Vergnaud (2005). For the analysis of the data collected in the stages, we defined the categories of competences for teaching and resources for teaching. As a result, we have the competencies shown in Table 6. However, this new teaching experience was made possible through the mobilization of resources and archaic schemes. Thus, we created a category of resources that is subdivided into: material resources and resource use schemes. For this category we will have the dimensions own resources and shared resources. The Information on resources and schematics was presented in Table 7. Finally, we hope that this work can serve as a reference for Mathematics teachers who seek didactic alternatives mediated by technologies and want to apply gamification in their didactic actions to improve classes and motivate students.