O jogo “Memorize os Reais” como recurso metodológico para o ensino de intervalos reais no 1º ano do ensino médio.

Abstract

This work presents the development and application of the "Memorize the Real Numbers" game as a methodological resource for teaching real intervals in the first year of high school. The research adopted a qualitative approach, with an exploratory and bibliographic phase, and practical application through a case study conducted with 40 students. Initially, a pre-survey was applied to identify the students' prior knowledge of real intervals and their relationship with mathematics. Following this, a pedagogical intervention was carried out using the game, which sought to promote more dynamic, interactive, and meaningful learning. After the activity, a new questionnaire was applied to assess the students' perception and progress in understanding the content. The results showed that 100% of the participants enjoyed mathematics more after the experience, indicating a positive impact on motivation. Regarding the content, 95% of the students stated that they had improved their understanding of real intervals, with 21% declaring that they understood the topic very well after the activity. The acceptance of the playful approach was also high, with 77.5% reporting that the game greatly helped them learn the subject and 80% stating that it made learning more interesting and easier. Furthermore, performance on conceptual questions showed significant improvement, with average success rates exceeding 67%. These results demonstrate that the "Memorize the Real Numbers" game proved to be an efficient tool for teaching real intervals, favoring both conceptual learning and student motivation. It is concluded that the use of games in mathematics education can enhance engagement, facilitate the understanding of abstract concepts, and contribute to more inclusive and attractive pedagogical practices.