Relationships between creating digital games and mathematics learning in education

Authors

DOI:

https://doi.org/10.14393/BEJOM-v5-2024-71832

Keywords:

Mathematics, programming, Scratch, digital games

Abstract

This research investigates the interaction of elementary school students with the technological and educational resource Scratch, with the aim of instructing them about block programming and exploring mathematical knowledge. The study is conducted through a qualitative approach, using the ethnographic case study method. The participants are eight 6th year students from a public school in Catalão-GO, and the project is carried out in the school’s IT Laboratory, during after-school hours, in 2019. Students play digital games as a way of familiarizing themselves with the technology and computational language, promoting the development of cognitive and creative skills. The main objective of the research is to answer the question: “What are the contributions of Scratch to the teaching and learning of Mathematics in Elementary School?”. The data was found through interviews, observations and photographic records of the students’ activities, being analyzed along two axes: “Learning about and with Scratch” and “Producing with Scratch”. The results revealed that the participants acquired mathematical concepts and basic notions of programming, highlighting Computational Logic, the Cartesian Plane and Fractions as prominent areas.

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Author Biographies

Taynara Derci Babugem Mesquita, Universidade Federal de Catalão

Graduated with a degree in Mathematics from the Federal University of Goiás - Regional Catalão (UFG), currently the Federal University of Catalão (UFCat), in 2020. During her degree she developed research work in the area of ​​mathematics education with a focus on educational robotics and programming .Works as a Mathematics teacher for Elementary School II and High School at the Department of Education of the State of Goiás (Seduc - GO), since 2020.

Crhistiane da Fonseca Souza, Universidade Federal de Catalão

She has a degree in Mathematics (1996) and a Specialization in Mathematics (1998) from the Federal University of Goiás (UFG/Regional Catalão), a Master's degree in Mathematics (2004) from the Institute of Mathematics and Statistics (IME/UFG). PhD in Education from the Postgraduate Program in Education, at the Federal University of Uberlândia (UFU), in the line of Science and Mathematics Education under joint supervision of the University of Lisbon through the Institute of Education, in the area of ​​Mathematics Didactics. She is a training professor at the Federal University of Catalão (UFCAT), at the Institute of Mathematics and Technology (IMTec).

Fernando da Costa Barbosa, Universidade Federal de Catalão

Doctorate in Education (2016) in the Science and Mathematics Education line, Master's in Education (2011) in the Knowledge and Practices line, Specialization in Science Teaching (2010) and degree in Mathematics from the Federal University of Uberlândia (2007). He has experience in the area of ​​Mathematics, with an emphasis on MATHEMATICAL EDUCATION, working mainly with educational robotics. Effective professor at the Federal University of Catalão at the Institute of Mathematics and Technology, working as a teacher for in-person and distance learning Mathematics courses.

References

ANDRÉ, Marli. Estudo de caso em pesquisa e avaliação educacional. Brasília: Liber Livro Editora, 2005.

ANDRÉ, Marli. O que é o estudo de caso qualitativo em educação? Faeeba: Educação e Contemporaneidade, Salvador, v. 22, n. 40, p.95-103, dez. 2013. Disponível em: <https://revistas.uneb.br/index.php/faeeba/article/view/7441/4804>. Acesso em: 09 maio 2019.

AZEVEDO, Greiton Toledo de. Construção de conhecimento matemático a partir da produção de jogos digitais em um ambiente construcionista de aprendizagem: possibilidades e desafios. 2007. 233 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Programa de Pós-Graduação em Educação em Ciências e Matemática, Universidade Federal de Goiás, Goiânia, 2017. Disponível em: <https://repositorio.bc.ufg.br/tede/handle/tede/7415> Acesso em: 06 maio 2018.

PAPERT, Seymour. A máquina das crianças: repensando a escola na era da informática; tradução Sandra Costa. 2. ed. Porto Alegre: Artmed, 2008.

PETRY, Luís Carlos. O conceito ontológico de jogo. In: ALVES, Lynn; COUTINHO, Isa de Jesus. Jogos digitais e aprendizagem: Fundamentos de uma prática baseada em evidências. Campinas: Papirus, 2016. p. 17-42.

RESNICK, Mitchel et al. Scratch. Communications Of The ACM, [s.l.], v. 52, n. 11, p.60-67, 1 nov. 2009. Association for Computing Machinery (ACM). doi: http://dx.doi.org/10.1145/1592761.1592779.

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Published

2024-07-12

How to Cite

MESQUITA, T. D. B.; SOUZA, C. da F.; BARBOSA, F. da C. Relationships between creating digital games and mathematics learning in education. BRAZILIAN ELECTRONIC JOURNAL OF MATHEMATICS, Uberlândia, v. 5, n. especial - SiTAPEM, p. 133–150, 2024. DOI: 10.14393/BEJOM-v5-2024-71832. Disponível em: https://seer.ufu.br/index.php/BEJOM/article/view/71832. Acesso em: 22 jul. 2024.

Issue

Vol. 5 No. especial - SiTAPEM (2024): Trajectories and Learning Experiences of Mathematics Teachers

Section

Dossiê - SiTAPEM

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Copyright (c) 2024 Taynara Derci Babugem Mesquita, Crhistiane da Fonseca Souza, Fernando da Costa Barbosa

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