Vegan+: um novo olhar para o uso de jogo em contexto interdisciplinar

Abstract

Mathematics teaching demands strategies that, in conjunction with traditional instruction, promote mathematical literacy. The National Common Curricular Base (BNCC) and the guiding documents of education in Paraná reinforce this necessity. In this scenario, the present study aimed to evaluate the application of the Game-Based Learning active methodology when applied to the teaching of numerical expressions. The research is grounded in Gardner's Theory of Multiple Intelligences and the Game-Based Learning methodology. To this end, the Educational Product "Vegan+" was developed a card game available both in a digital environment, hosted on the Tabletopia platform, and in a physical version. The methodology used in this research is qualitative and interpretative in nature. Data collection occurred through forms applied after a teacher training workshop, which focused on game-based learning and the application of the "Vegan+" card game to evaluate its pedagogical viability. The results demonstrate that the use of the "Vegan+" card game has a positive effect on student engagement, placing the calculation of basic arithmetic operations within a playful context that gives meaning to learning. It is concluded that the developed educational product presents itself as a feasible tool for improving teaching practice and for the appropriation of mathematical concepts in a dynamic and collaborative way.