Magmática: jogo digital educacional para o ensino de sistema de numeração decimal a alunos com deficiência intelectual (DI)

Abstract

This research aimed to develop a digital educational game for mobile devices, to help professionals in teaching the Decimal Numbering System to students with Intellectual Disabilities (ID). This thesis intends to contribute to the access to mathematical knowledge by students with ID through a technological resource. The research is based on Lev Semenovich Vygotsky's cultural-historical theory of learning and the development of higher psychological functions. The study was carried out by applying online questionnaires with professionals, such as teachers, pedagogues, and special educators who have or had students with ID. In the first questionnaire, twenty-two participants answered multiple-choice questions about their performance, methodologies and resources used in their approaches, as well as the difficulties identified in the materials, in the application of games in learning, on the use of technological resources, as well as the difficulties, needs found in relation to the teaching of mathematics for students with ID and a survey on the characteristics that these professionals identify as essential in a game aimed at students with ID. Based on the answers obtained in the first questionnaire, the adaptation of the Golden Material and the Conceptual Framework for Educational Games, proposed by Canteri (2019), a game for mobile devices with the Android operating system was developed.The game is aimed at children, having as context a magical environment, consisting of three stages, in which the student must capture potions with a certain value, add up these values and associate them with the respective pieces of the Golden Material. In this way, the student will be able to express their knowledge through a game and through the use of a mobile device. Its validation was through the application of a new online questionnaire, in which an invitation to evaluate the use of the developed game prototype was sent to the participants of the first questionnaire, however, only ten agreed to carry out the evaluation. The results obtained from the evaluative questionnaire consisting of twenty-five questions adapted from the NBR ISO/IEC 9126 (ABNT, 2003) and the educational approach, developed by Barros (2013), which aims to evaluate an educational software, showed high levels of agreement for the scale Likert in the dimensions of Methodology, Functionality, Reliability, Usability, Efficiency and Learning. Thus, it can be inferred that the game was developed according to the objectives proposed and that its features have the potential to contribute to the teaching and learning of students with ID. It also facilitates their development, contributing to teacher-student interaction with the use of a new tool to aid the understanding of the Decimal Numbering System.