Modelagem matemática e jogos digitais: possibilidades para a educação básica

Abstract

This work, oriented according to a qualitative research perspective, deals with the use of digital games as reality that triggers the development of mathematical modelling activities. Structured in the multipaper modality, it consists of two papers that report results of the developed research. In the first article, we questioned which themes may constitute reality in mathematical modelling activities, to encourage the insertion of games in this range of possibilities. For this, we analyze the potential of a game as a trigger for modelling activities in Basic Education, particularly in Elementary Education, that is, which problem situations, discussions and uses of mathematics can be undertaken in a mathematical modelling activity, when its theme it’s a game. Hay Day was the game analyzed. In the second paper, in turn, we questioned how digital games can become reality in mathematical modelling activities. For this purpose, we analyzed two activities developed in two different contexts, but based on the same game, chosen by the students, namely Minecraft, one of them in the scope of an extension project, out the school term, by students of a 4th Grade in the Elementary School, and another in the context of a Mathematical Modelling subject, by students of the Mathematics Degree Course, both in public institutions in a city in the West of Paraná. In general terms, the analyzes signal mathematical discussions that can be undertaken since the early years of Elementary School, associated with the comparison of quantities, elementary operations of mathematics, specifically in the case of the analyzed activities multiplication and division; going through the Middle School, contemplating themes such as rational numbers, reason, proportion and equations; until High School, addressing functions, trigonometric relationships, analytical geometry, etc. In addition, we were able to observe, from the activities developed, the satisfaction of students in discussing topics of interest to them, in this case games, as well as their engagement in discussions on the topic, data collection, outlining strategies for solving problems and validation, since they are actions that refer directly to play.