Uma proposta para o ensino do teorema de Tales com gamificação

Abstract

Our general objective was to develop a gamified didactic engineering to teach Thales' theorem. To achieve it, we defined the following specific objectives: to investigate the relevance of gamification for teaching mathematics; develop a sequence to use gamification as a teaching strategy; apply this sequence to students in the ninth year of elementary school; analyze its potentials and restrictions. We chose the methodology of didactic engineering, so we carried out preliminary studies, including curricular studies, survey research and the mathematical object. We use as input the Theory of Didactic Situations (TSD) and the Tool-Object Dialectic (DFO), we elaborate and remotely apply a didactic sequence with three students from the ninth grade of elementary school. We believe that the students were able to act, formulate and validate their answers even from a distance, communicating through the Meeting app. The students' answers showed that they were able to mobilize tools about polygons and similarity, applying problems in different situations. They mobilized their old knowledge to understand Thales' theorem and, therefore, we believe that the choices made by TSD and DFO made it possible to support our understanding of the formulation of the challenges and interpretation of the answers presented. Students built bundles of parallels from polygons and mobilized new knowledge: Thales' theorem, during challenges. It should be noted that students reported being mobilizing Thales' theorem even before institutionalization. Based on the results, we considered our didactic engineering validated, as the students were able to build their knowledge regarding Thales' theorem, stating and applying it, even before institutionalization. Furthermore, they were able to answer all the activities without much difficulty, even when dealing with didactic situations that we consider complex