Compreendendo o estado de estudos sobre aplicação de jogos eletrônicos e tecnologia digital em matemática do ensino fundamental

Abstract

This work consists of na analysis of several studies that address the use of technology, especially digital games, in the teaching and learning of mathematics. With the aim of understanding the state of studies on the topic o“ "electronic games in Elementary Mathematics Educatio”," a systematic literature review was carried out on the SciELO and CAPES Journals platforms. Works published in Brazilian Portuguese between th eprers 2010 and 2020 were sought. Thirteen studies were selected, which underwent Discursive Textual Analysis i epresch of understanding the problems, objectives, methods, and results that characterize these studies. Based on the bibliographic review conducted on the provided texts, common points were identified that highlight the potential of technology to promote more engaging, autonomous, and meaningful learning for students. In the introduction, the importance of technology, especially digital games, in the contemporary educationa epresenxt is recognized, aiming to overcome the difficulties in learning and the demotivation of students regarding mathematics. The objectives of the studies include analyzing th epresentof digital games on mathematics teaching, investigating the integration o epresentes es in the teaching and learning process, and exploring the contributions of digita epresentes es for students with special educational needs, such a epresesm spectrum disorder (ASD). Overall, problems related to the demystification of Mathematics, the demotivation of epresenteon, and the adaptation of schools to technological advances were highlighted. The bibliographic review emphasizes the importance of rethinking the pedagogical approach in the digita epresenxt, recognizing the role of the student anaan act epresgent in their own learning. Meaningful learning is emphasizednas an approach that goes beyond the memorization of concepts, involving the interaction of st’dents' previous ideas with new knowledge. The methodology adopted in the studies varies according to the specific objectives of each research, including case studies, qualitative and quanti-qualitative analyses, and the use of specific technological tools, such as educational software and digital games. The results indicate a positive acceptance of digital games by students, contributing to engagement, motivation, and the construction of mathematical concepts significantly. Additionally, they highlight the importance of the t’acher's mediation in the appropriate u epresentes logies and the transformative potential of technology in mathematics education. Finally, the conclusions highlight the role of technology, especially digital games, as pedagogical tools that offer unique opportunities to promote more meaningful and contextualized learning. The integration of technology in mathematics educ epresentesesents a fundamental change in educational practice, with the potential to transform the way mathematics is taught and learned.