Um caminho para o ensino de lógica no ensino médio integrado: sequência didática gamificada na significação de conceitos matemáticos

Abstract

The aim of this research is to propose a gamified Didactic Sequence that seeks to contribute to the meaning of logical-mathematical concepts to integrate Math with Programming Logic. The motivation for this study emerges from the perception that mathematics is taught without application or contextualization, being reproduced mechanically, most of the time, without any meaning or integration with other areas of knowledge, developing students without knowledge of common issues that require logical-mathematical reasoning. Given this concern, IVE (Integrated Vocational Education) teachers validated the unleashing of didactic potential, performed through gamification and the development of the Theory of Symbolic Logic in the students' reallife situations. To carry out this work, we opted for research with a qualitative approach, with data collection to validate the Didactic Sequence, through questionnaires applied to IVE mathematics and Programming Logic's teachers. The educational project developed from the research is a gamified teaching sequence that will stimulate logical thinking, creativity, and interdisciplinarity and highlight the need for knowledge of mathematics in the student's daily life.