O uso do jogo “desafios da probabilidade”: uma análise das percepções de estudantes do ensino médio

Abstract

Teaching mathematics goes beyond the simple transmission of formulas and procedures, also aiming to develop skills related to analysis, interpretation, and decision-making, which are fundamental to students’ education. In this context, the study of probability stands out due to its connection with everyday situations involving predictions, planning, risk analysis, and the understanding of random phenomena. From this perspective, this research aimed to investigate the contributions of the board game “Probability Challenges” as a pedagogical tool for the review and comprehension of probabilistic concepts among second-year high school students. The game was developed as part of the research and constitutes an Educational Product in the form of a didactic game designed for high school mathematics classes, especially for content review activities. The proposal sought to make classes more dynamic, participatory, and contextualized, fostering the development of probabilistic reasoning and interaction among students. The material was designed based on content previously taught in the classroom and structured in accordance with the competencies established by the Base Nacional Comum Curricular (BNCC). The research was conducted at a public state school in the municipality of Divinópolis, Minas Gerais, and is characterized as a qualitative study. Data collection was carried out through questionnaires answered by students after the implementation of the activity, as well as video recordings and observation notes made by the teacher-researcher during the proposed application. The results showed that the use of the game contributed to increasing students’ engagement in class, encouraging interaction, and stimulating discussions among participants. Furthermore, the analyses indicated that the proposal supported the review and understanding of the concepts addressed, making the learning process more meaningful and participatory. Therefore, it is concluded that didactic games may constitute an important support tool for the teaching of probability, contributing to more interactive and contextualized pedagogical practices.