O desafio da formação docente: potencialidades da gamificação aliada a GeoGebra

Abstract

This work, linked to the Postgraduate Program in Science and Mathematics Teaching (PPGECiMa) of the University of Caxias do Sul (UCS), in the research line Technologies, Resources and Didactic Materials for Teaching Science and Mathematics, to train teachers to act in a context of demands and resources of the current society, from the use of digital technologies and gamified activities. The following guiding question was adopted: How to work the continuous training of teachers who work with mathematics in order that they develop teaching strategies from the use of gamification allied to GeoGebra software? In order to do so, the objective of the work was to develop and evaluate a qualification for teachers of basic education in order to insert gamification in the teaching of mathematics allied to GeoGebra software. The theoretical framework was based on the authors Yves Chevallard, Seymour Papert and Nicolas Balacheff. Regarding the characterization of the research, we opted for the applied nature and qualitative approach. Regarding the objectives, the research was exploratory and explanatory and regarding the procedures, a bibliographical survey, field research, participant research and action research were adopted. The application of the proposal occurred in eight stages, from July to October 2017. Participants of the application were teachers who, at the time of the training, were students of the Specialization course in Mathematics Education for Basic Education of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), Bento Gonçalves Campus. During the training the resources of the GeoGebra software and the Gamification concepts were explored and the teachers built Gamified Learning Objects in GeoGebra software. The data collected in the research and the materials constructed by the participating teachers were analyzed following the guidelines of the discursive textual analysis, and showed that with dedication and continuous formation it is possible to plan and carry out innovative teaching strategies relying on the resources available in the current society. Thus, searching for activities that reconcile Gamification with educational technologies, such as building a Gamified Learning Object in GeoGebra software, is a potential strategy to encourage students to build knowledge from a constructive and challenging environment. As an educational product, a didactic guide was developed in the form of instructional material to promote continuing teacher education and to assist students and teachers in building Gamified Learning Objects in GeoGebra software.