A potencialidade da plataforma Scratch no ensino de números inteiros no 7º ano do ensino fundamental

Abstract

This study aimed to investigate the potential of using the Scratch platform in the process of teaching whole numbers, in the 7th year of Elementary School. This is qualitative research which uses Activity Theory as a theoretical foundation, and seeks to answer some of the potentialities that the use of the Scratch platform can bring to the teaching of mathematics, from integer numbers as a learning object. The starting question was: How can the use of Scratch contribute to the process of teaching integer numbers with students in the 7th grade of Elementary School? The data were obtained through the material produced by the students, namely: the plot, the characters and the scenarios that were described step by step in the dissertation on the construction of the digital game. It is pointed out that the results contribute to the use of new methodologies for Teaching Mathematics, especially in the final years of Elementary School, in addition to reinforcing the relevance of Scratch in Mathematics education, above all to clarify doubts related to integers. In addition, the collective process of creating the script and a phase of the game provided greater motivation for teaching whole numbers, mainly in the Portuguese Language and Art disciplines, involved in the study with the role of effecting interdisciplinarity. In addition, the research also confirmed that other teachers have access to material aimed at teaching mathematics and integers, in Scratch. In conclusion, it is noteworthy that the game in Scratch might promote mathematics teaching and bring motivation to study, as long as it is carried out with teacher planning and student engagement, who become protagonists of their learning, with the support of teachers.