GAMIFICAÇÃO: UMA PROPOSTA DIDÁTICA PARA MOTIVAÇÃO E INCLUSÃO DE ALUNOS NAS AULAS DE MATEMÁTICA

Abstract

This research presents Gamification as a methodological proposal that aims to contribute to the motivation and inclusion of students in math classes, inserted in the regular school. In this sense, a qualitative and interpretative study was carried out, based on an analysis that shows what results can be observed in the indicators of student motivation and engagement from an inclusive classroom perspective, through the use of gamification as a teaching strategy. To this end, an educational product called a scrapbook was developed, covering high school mathematical content, which serves as an auxiliary manual for the application of gamification in mathematics classes. This product guided the development of a game-software, which relied on the participation of students, starting from programming in blocks and applying elements of gamification throughout the process. The application was carried out in a public school in the state of Paraná in the city of Guarapuava, where students with deafblindness are enrolled. One deaf student took part in the study, accompanied by a Libras interpreter, the class teacher and the other students. For this study, 6 hours of classes were used in face-to-face meetings, in which all the stages of the application were carried out. With the results collected throughout this process, particularities were found in relation to teaching and development, highlighting autonomy, motivation, visual exploration, creativity, and most importantly, the inclusion of deaf students in the school environment. These particularities provoked reflections on the experience in the classroom, with regard to the feasibility, resources and benefits of gamification in inclusive teaching in math classes, which need to be looked at more closely by math teachers interested in this issue, bearing in mind that during the application of the survey, most of the students verbalized their desire to see this method applied more often by their teachers.