Intervenção pedagógica por meio de aprendizagem ativa para apropriação de conceitos de números inteiros

Abstract

This dissertation presents an investigation grounded in the validation of a pedagogical intervention implemented in the 7th year of Elementary Education, aiming to analyze how active methodologies, educational games, and digital technologies can contribute to the learning of integers. To this end, an educational product was designed and implemented in the form of a didactic sequence composed of nine sessions, integrating contextualized situations, hands-on activities, digital simulations (PhET), board games, and a gamified assessment through Kahoot!. The specific objectives of the research were: (i) to identify students' difficulties in operations with integers; (ii) to design an educational product with alternative activities and materials to overcome such difficulties; and (iii) to evaluate conceptual gains after its implementation. The study, characterized as qualitative, applied, and intervention-based, was grounded in the learning theories of Ausubel and Piaget, in Vygotsky's sociocultural assumptions, in the epistemological obstacles described by Glaeser, and in contributions from gamification (Gee; Kapp) and active learning methodologies. Data were collected through initial and final questions, written activities, discourse records, and interactions observed during the tasks. The analysis indicated significant progress in the understanding of the number line, absolute value, opposite, and addition and subtraction operations, as evidenced by the Kahoot! results - whose overall average reached approximately 80%- and by the evolution of students' verbal justifications throughout the sessions. Some persistent difficulties remained, particularly related to interpreting signs, carefully reading statements, and distinguishing between number and direction, aspects historically recognized as obstacles in the teaching of integers. Students evaluated the proposed activities positively, highlighting increased engagement, improved content understanding, and the contribution of games to reasoning and autonomy. It is concluded that the didactic sequence structured through active learning methodologies constitutes an effective strategy to promote meaningful learning of integer numbers, as it integrates hands-on exploration, teacher mediation, error analysis, and the use of digital resources. The final educational product, made available as a guide for teachers, expands the applicability of the proposal and provides consistent support for innovative pedagogical practices in Mathematics education. [resumo fornecido pelo autor]