Matemática financeira no proeja utilizando a ferramenta scratch

Abstract

This study aims to demonstrate the use of gamification as a technological and didactic-pedagogical resource for learning mathematical knowledge. The scratch software was used to enable students in the Youth and Adult Education Program at the Federal Institute of Amapá (PROEJA/IFAP) to learn financial mathematics in a meaningful way. The scratch tool is an educational programming software that is very useful for promoting interactive, creative and dynamic classes. It can be used to create games, animations and educational stories on a variety of themes, contributing to the learning process and to the development of students' computational and creative thinking, as well as promoting student autonomy, as they become protagonists in the learning process. The methodology used during the application of the project in the PROEJA modality was based on exploratory research with a qualitative approach with 22 students where questionnaires and scratch learning workshops were applied. Data was collected using the Google Forms platform. Thus, the results of the research, through workshops, showed that it is possible to achieve active, meaningful learning in which EJA students are the protagonists of the entire educational process, consolidating the hypothesis that the use of the scratch tool is a motivational and attractive didactic-pedagogical resource for students who gradually interacted with the methodology used, where they were able to create narratives and elaborate mathematical problems, in everyday situations that involved knowledge of financial mathematics in an autonomous and constructivist way. With this, the researchers concluded that the use of gamification through the scratch software is an excellent technological tool to provide an attractive and enjoyable lesson for teaching, facilitating student learning.