Um RPG eletrônico como recurso para o ensino de números reais no 9° ano do Ensino Fundamental em uma perspectiva histórica

Abstract

This dissertation presents an investigation into the teaching of real numbers in the 9th grade of Elementary School through the integration of the History of Mathematics and the use of a RPG (Role-Playing Game). The study stems from the recognition that real numbers still represent an important challenge in the learning process of the students, especially when introduced in an exclusively formal manner. The main objective was to investigate the possible contributions that the relationship between historical narrative and interactive digital games can offer to the conceptual understanding of real numbers, particularly regarding the distinction between ratio- nal and irrational numbers. To achieve this purpose, a qualitative research study was conducted, involving the development of a teaching sequence based on the game titled The Guardian of the History of Mathematics: The Legacy of Numbers, authored by the researcher, and developed for pedagogical purposes. The teaching sequence was implemented in a public school in the south of Minas Gerais, with data collected through questionnaires, observations, and student productions. The analysis considered categories such as conceptual understanding, perception of the History of Mathematics, and evaluation of the game as a pedagogical resource. The re- sults revealed progress in the ability of the students to classify and distinguish between rational and irrational numbers, overcome recurring conceptual misconceptions, and relate real numbers to concrete situations. Greater engagement and motivation during the activities were also ob- served, fostered by the narrative and interactivity of the digital environment. Furthermore, the students recognized the History of Mathematics as an important element for understanding the origin and function of numerical concepts, attributing more meaning to the study of the content. Simultaneously, the proposal proved to be adaptable to other content areas, constituting a viable and innovative alternative for teaching Mathematics.