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A gamificação na aprendizagem das sequências: um estudo com uma turma de 6.º ano
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O presente relatório de investigação foi elaborado no âmbito da unidade curricular de Estágio no 1.º e no 2.º Ciclos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. O estudo desenvolveu-se a partir de uma intervenção realizada numa turma do 6.º ano de escolaridade, tendo como objetivo compreender o contributo da gamificação na aprendizagem de sequências pelos alunos deste nível de ensino. Pretende-se, assim, analisar as aprendizagens dos alunos no domínio das sequências, identificar as suas principais dificuldades e compreender de que forma a gamificação pode influenciar positivamente esse processo. A metodologia adotada segue uma abordagem qualitativa e enquadra-se numa investigação sobre a prática. As técnicas de recolha de dados utilizadas incluíram a observação e a recolha documental. A análise dos dados obtidos foi realizada com base na análise de conteúdo, sustentada pela revisão teórica realizada sobre o tema. Os resultados evidenciam que, ao longo da intervenção, os alunos melhoraram as suas aprendizagens relacionadas com as sequências, conseguindo progressivamente superar as dificuldades manifestadas nas diferentes tarefas propostas. A gamificação, enquanto estratégia pedagógica, revelou-se particularmente eficaz, sobretudo ao nível da motivação e do envolvimento dos alunos na resolução das tarefas.
The present research report was developed within the scope of the curricular unit of Internship in the 1st and 2nd Cycles of the Master’s Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The study was carried out based on an intervention conducted in a 6th-grade class, with the aim of understanding the contribution of gamification to the learning of sequences by students at this level of schooling. Thus, the purpose of this study is to analyse students’ learning in the domain of sequences, identify their main difficulties, and understand how gamification can positively influence this process. The methodology adopted follows a qualitative approach and is framed within a practice-based research design. The data collection techniques used included observation and document collection. The analysis of the data obtained was carried out through content analysis, supported by the theoretical review conducted on the topic. The results show that, throughout the intervention, students improved their learning related to sequences, gradually overcoming the difficulties identified in the different tasks proposed. Gamification, as a pedagogical strategy, proved to be particularly effective, especially in terms of motivation and student engagement in completing the tasks.
The present research report was developed within the scope of the curricular unit of Internship in the 1st and 2nd Cycles of the Master’s Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The study was carried out based on an intervention conducted in a 6th-grade class, with the aim of understanding the contribution of gamification to the learning of sequences by students at this level of schooling. Thus, the purpose of this study is to analyse students’ learning in the domain of sequences, identify their main difficulties, and understand how gamification can positively influence this process. The methodology adopted follows a qualitative approach and is framed within a practice-based research design. The data collection techniques used included observation and document collection. The analysis of the data obtained was carried out through content analysis, supported by the theoretical review conducted on the topic. The results show that, throughout the intervention, students improved their learning related to sequences, gradually overcoming the difficulties identified in the different tasks proposed. Gamification, as a pedagogical strategy, proved to be particularly effective, especially in terms of motivation and student engagement in completing the tasks.
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Matemática Sequências Gamificação Pensamento algébrico Mathematics Sequences Gamification Algebraic thinking