Objetos de aprendizagem gamificados de matemática: uma proposta de curso online aberto e massivo para a formação docente

Abstract

In the premise that gamified learning objects can be created, modified, and used according to the teacher’s pedagogical proposal, we understand that they can mobilize pedagogical knowledge and technological expertise. In this context, this research aims to analyze how the development of gamified learning objects impacts the pedagogical knowledge and technological expertise of mathematics teachers in a Massive Open Online Course (MOOC). It poses the guiding question: What are the possible contributions of the development of gamified learning objects in a Massive Open Online Course to the continuing education of elementary and secondary school mathematics teachers? To address this question, we conducted qualitative research from a pragmatic philosophical perspective. For the theoretical foundation, we reviewed the literature on the following topics: digital technologies in mathematics education and teacher training, learning objects, gamification, gamified learning objects, Massive Open Online Courses, pedagogical knowledge, technological expertise, and principles for creating multimedia educational materials. With this background, we developed the Massive Open Online Course titled “Development of Gamified Learning Objects in Mathematics,” offering it to elementary and secondary school mathematics teachers from April to July 2021, during the COVID-19 pandemic. In this course, we proposed that teachers study gamified learning objects and their development in the virtual environments Genially and ThingLink for educational use. A total of 113 participants enrolled; however, due to personal/professional reasons, some dropped out, and only 28 teachers completed all activities and received certification from the Federal Technological University of Paraná. These 28 teachers constituted the focus of the research, and data produced by them were collected through questionnaires, fórum discussions, developed gamified learning objects, observations, and researcher notes, analyzed under four categories: learning objects, gamification, gamified learning objects, and Massive Open Online Courses. After analysis, we found that the course facilitated the construction of scientific knowledge and digital educational resources, impacting changes in the mathematics teaching process through the use of digital technologies. In this action, teachers’ pedagogical knowledge and technological expertise were mobilized, enriching their knowledge, experiences, and pedagogical practices for the creation and use of personalized digital mathematics resources. As an educational product presented for the professional doctorate, we made improvements to the course, adapting it and placing it on the Sophia Portal of the Federal Technological University of Paraná.