Jogo digital na alfabetização matemática: contribuição para caminhos didático-metodológicos

Abstract

This research focuses on digital games for mathematical literacy. Guided by the question “What possibilities are open with digital games for mathematical literacy?” this research is based on the study of authors and academic papers that were directed to teaching practice, with the aim of understanding and explaining pedagogical guidelines. This qualitative research was based on the phenomenological approach. It had as procedures the reflexive­interpretative analysis of the literature that aims the application of digital games in the school environment. This analysis was divided into two moments: the ideographic and nomothetic analysis. The first analysis identified in each paper significant passages to the respondent, which were called Units of Meanings (Unidades de Significados ­ US). The US were interpreted in order to identify Nuclear Ideas (Ideias nucleares ­ IN). The nomothetic analysis carried out the convergence of the IN, revealing general characteristics of the research, which were expressed in three open categories: Student posture, Mathematical knowledge and Didactic­pedagogical aspects. These categories were discussed based on these speeches, which refer to the literature dealing with the topic. At the end, we articulate a comprehensive synthesis, which presents the results for the pedagogical practice, explained in the educational product called “Guide of digital games for mathematical literacy” (Caderno guia de jogos digitais para alfabetização matemática). Therefore, we reveal guiding elements for the teacher to select and analyze digital games when he has the objective of children’s mathematical literacy.